Hsp Maths Y6

7/28/2019 Hsp Maths Y6

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Learning Area: NUMBERS UP TO SEVEN DIGITS Year 6 LEARNING OBJECTIVESPupils will be taught to

SUGGESTED TEACHING AND

LEARNING ACTIVITIES

LEARNING OUTCOMES

Pupils will be able to

POINTS TO NOTE VOCABULARY

1

1 Develop number senseup to seven digits.

Teacher pose numbers innumerals, pupils name therespective numbers and writethe number words.

Teacher says the numbernames and pupils show thenumbers using the calculator orthe abacus, then, pupils writethe numerals.

Provide suitable number linescales and ask pupils to markthe positions that represent a

set of given numbers.

(i)Name and write numbersup to seven digits.

Write numbers in words andnumerals.

Seven-digit numbers arenumbers from 1 000 000 up

to 9 999 999.

Emphasise reading andwriting numbers in extendednotation for example

5 801 249 =5 000 000+800 000 +1 000 +200+40 +9

or5 801 249 =5 millions

+8 hundred thousands+1 thousands+2 hundreds +4 tens+9 ones.

million

digits

conversion

place value

explore

number patterns

multiple of 10

simplest form

extended notation

round off

Given a set of numbers, pupilsrepresent each number using

the number base blocks or theabacus. Pupils then state theplace value of every digit of thegiven number.

(ii)Determine the place valueof the digits in any whole

number of up to sevendigits.

To avoid confusion, initialsfor place value names may

be written in upper cases.


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Learning Area: BASIC OPERATIONS WITH NUMBERS UP TO SEVEN DIGITS Year 6 LEARNING OBJECTIVESPupils will be taught to


LEARNING ACTIVITIES

LEARNING OUTCOMES



3

2 Add, subtract, multiplyand divide numbersinvolving numbers up toseven digits.

Pupils practice addition,subtraction, multiplication anddivision using the four-stepalgorithm of

1) Estimate the solution.

2) Arrange the numbersinvolved according to placevalues.

3) Perform the operation.

4) Check the reasonablenessof the answer.

(i)Add any two to fivenumbers to 9 999 999.

Addition exercises includeaddition of two numbers tofour numbers with andwithout regrouping.

Provide mental additionpractice either using theabacus-based technique orusing quick additionstrategies such as estimatingtotal by rounding, simplifyingaddition by pairs of tens,doubles, etc.

simpler

simulating

analogy

sequences

(ii)Subtract

a) one number from abigger number less than10 000 000

b) successively from abigger number less than10 000 000.

Limit subtraction problems tosubtracting from a biggernumber.

Provide mental subtractionpractice either using theabacus-based technique orusing quick subtractionstrategies.

Quick subtraction strategiesto be implemented are

a) estimating the sum byrounding numbers

b) counting up and countingdown (counting on andcounting back).


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LEARNING ACTIVITIES

LEARNING OUTCOMES



4

(iii)Multiply up to six-digitnumbers with

a) a one-digit number

b) a two-digit number

c) 10, 100 and 1000.

Limit products to less than10 000 000.

Provide mental multiplicationpractice either using the

abacus-based technique orother multiplicationstrategies.

Multiplication strategies to beimplemented includefactorising, completing 100,lattice multiplication, etc.

(iv)Divide numbers of up toseven digits by

a) a one-digit number

b) 10, 100 and 1000

c) two-digit number.

Division exercises include

quotients with and withoutremainder. Note that r isused to signify remainder.

Emphasise the long divisiontechnique.

Provide mental divisionpractice either using theabacus-based technique or

other division strategies.

Exposed pupils to variousdivision strategies, such as

a) divisibility of a number

b) divide by 10, 100 and1 000.


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LEARNING ACTIVITIES

LEARNING OUTCOMES



5

Pose to pupils problems innumerical form, simplesentences, tables and pictures.

Pupils create stories from given

number sentences.

Teacher guides pupils to solveproblems following Polyas four-step model of

1) Understanding the problem

2) Devising a plan

3) Implementing the plan

4) Looking back.

(v)Solve

a) addition,

b) subtraction,

c) multiplication,

d) division

problems involvingnumbers up to seven digits.

Use any of the commonstrategies of problemsolving, such as

a) Try a simpler case

b) Trial and improvement

c) Draw a diagram

d) Identifying patterns andsequences

e) Make a table, chart or asystematic list

f) Simulationg) Make analogy

h) Working backwards.


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Learning Area: MIXED OPERATIONS WITH NUMBERS UP TO SEVEN DIGITS Year 6 LEARNING OBJECTIVESPupils will be taught to


LEARNING ACTIVITIES

LEARNING OUTCOMES



6

3 Perform mixedoperations with wholenumbers.

Explain to pupils the conceptualmodel of mixed operations thenconnect the concept with theprocedures of performing

operations according to theorder of operations.

(i)Compute mixed operationsproblems involving additionand multiplication.

Mixed operations are limitedto not more than twooperators, for example

a) 427 890 15 600 25 =

b) 12 745 +20 742 56 =

compute

mixed operations

bracket

horizontal form

vertical form

Teacher pose problemsverbally, i.e., in the numericalform or simple sentences.

(ii)Compute mixed operationsproblems involvingsubtraction and division.

Order of operations

B bracketsO ofD divisionM multiplication

A additionS subtraction



2) Devising a plan

3) Implementing the plan4) Looking back.

(iii)Compute mixed operationsproblems involvingbrackets.

Examples of mixedoperations with brackets

a) (1050 +20 650) 12 =

b) 872 (8 4) =

c) (24 +26) (64 14) =

(iv)Solve problems involvingmixed operations onnumbers of up to sevendigits.


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Learning Area: ADDITION OF FRACTIONS Year 6 LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARYPupils will be taught to Pupils will be able toLEARNING ACTIVITIES

7

1 Add three mixednumbers with denominatorsof up to 10.

Demonstrate addition of mixednumbers through

1) paper folding activities

2) fraction charts3) diagrams

4) number lines

5) multiplication tables

(i)Add three mixed numberswith the same denominatorof up to 10.

An example of addition ofthree mixed numbers withthe same denominator of upto 10.

=++73

72

71 213

mixed numbers

equivalent fractions

simplest form

multiplication tables

Pupils create stories from givennumber sentences involving

mixed numbers.

(ii)Add three mixed numberswith different denominators

of up to 10.

An example of addition ofthree mixed numbers with

different denominators of upto 10.

=++41

61

31 212

Write answers in its simplestform.



2) Devising a plan


4) Looking back.

(iii)Solve problems involvingaddition of mixed numbers.


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Learning Area: SUBTRACTION OF FRACTIONS Year 6 LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARYPupils will be taught to Pupils will be able toLEARNING ACTIVITIES

8

2 Subtract mixednumbers with denominatorsof up to 10.

Demonstrate subtraction ofmixed numbers through

1) paper folding activities

2) fractions charts3) diagrams

4) number lines

5) multiplication tables

(i)Subtract involving threemixed numbers with thesame denominator of up to10.

An example of subtractioninvolving three mixednumbers with the samedenominator of up to 10.

=51

52

54 115

mixed numbers

equivalent fractions

simplest form

multiplication tables

Pupils create stories from givennumber sentences involvingmixed numbers.

(ii)Subtract involving threemixed numbers withdifferent denominators of

up to 10.

An example of subtractioninvolving three mixednumbers with different

denominators of up to 10.=

21

41

87 137

Write answers in its simplestform.

Pose to pupils, problems in thereal context in the form of

1) words,

2) tables,

3) pictorials.

(iii)Solve problems involvingsubtraction of mixednumbers.


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Learning Area: MULTIPLICATION OF FRACTIONS Year 6 LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARYPupils will be taught to Pupils will be able toLEARNING ACTIVITIES

9

3 Multiply any mixednumbers with a wholenumbers up to 1000.

Use materials such as thehundred squares to modelmultiplication of mixednumbers. For example,

?1002 21

=

Present calculation in clear andorganised steps.

250

501

5

100

2

51002

21

=

=

=

(i)Multiply mixed numberswith a whole number.

Model multiplication of mixednumbers with wholenumbers as grouping sets ofobjects, for example

300331 means

313 groups

of sets of 300.

Suppose we have a set of100 objects. Two groups orsets will contain 200 objects,

i.e. 2001002 = .Therefore,

212 groups will contain

250100=2 21 objects.

Limit the whole numbercomponent of a mixednumber, to three digits. Thedenominator of the fractionalpart of the mixed number islimited to less than 10.

mixed numbers

portions

simplest form


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Learning Area: DIVISION OF FRACTIONS Year 6 LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARYPupils will be taught to Pupils will be able toLEARNING ACTIVITIES

10

43

1

21

41

0

4 Divide fractions with awhole number and afraction.

Teacher models the division offraction with another fraction assharing. The followingillustrations demonstrate this

idea1

21

21

=

Half a vessel of liquid pouredinto a half-vessel makes one fullhalf-vessel.

(ii)Divide fractions with

a) a whole number

b) a fraction.

Limit denominators for thedividend to less than 10.

Limit divisors to less than 10for both the whole number

and fraction.

Some models of division of afraction with a fraction

) )( )

21

21

41

21

41

21

41

1

12

22

=

=

=

=

or

241

21

=

Half a vessel of liquid pouredinto a quarter-vessel makes twofull quarter-vessels.

(iii)Divide mixed numbers with

a) a whole number

b) a fraction.

21

21

2141

21

41

1

2

2

=

=

=

or

21

21

41

21

41

21 122 ===

1

43

2

1

41

0


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Learning Area: MIXED OPERATIONS WITH DECIMALS Year 6 LEARNING OBJECTIVESPupils will be taught to


LEARNING ACTIVITIES

LEARNING OUTCOMES



11

1 Perform mixedoperations of addition andsubtraction of decimals ofup to 3 decimal places.

Pupils add and/or subtractthree to four decimal numbersin parts, i.e. by performing oneoperation at a time in the order

of left to right. Calculation stepsare expressed in the verticalform.

The abacus may be used toverify the accuracy of the resultof the calculation.

(i)Add and subtract three tofour decimal numbers of upto 3 decimal places,involving

a) decimal numbers only

b) whole numbers anddecimal numbers.

Some examples of mixedoperations with decimals.

0.6 +10.2 9.182 =

8.03 5.12 +2.8 =126.6 84 +3.29 =

or

10 4.44 +2.126 7 =

2.4 +8.66 10.992 +0.86 =

0.6 +0.006 +3.446 2.189 =

An example of howcalculation for mixedoperations with decimals isexpressed.

126.6 84 +3.29 =?

1 2 6 . 6

8 4

4 2 6

.

+ 3

4 5

. 2 9

. 8 9

decimal number

decimal places


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Learning Area: RELATIONSHIP BETWEEN PERCENTAGE FRACTION AND DECIMAL Year 6 LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARYPupils will be taught to Pupils will be able toLEARNING ACTIVITIES

12

1 Relate fractions anddecimals to percentage.

Use the hundred-squares tomodel conversion of mixednumbers to percentage. For

example, convert1031 to

percentage.

(i)Convert mixed numbers topercentage.

Fractions can be modeled asparts of a whole, groupingsof sets of objects, or division.To relate mixed numbers topercentages, the numbershave to be viewed asfractions. Mixed numbershave to be converted toimproper fractions first, togive meaning to therelationship mixed numberswith percentages. Forexample

%100100150

502503

231

21

==

==

simplest form

multiples

percent

percentage

The shaded parts represent130% of the hundred-squares.

(ii)Convert decimal numbersof value more than 1 topercentage.

Limit decimal numbers tovalues less than 10 and totwo decimal places only.

An example of a decimal

number to percentageconversion

%265100

26565.2 ==

100% 30%

10030

103 =

1001001=


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Learning Area: RELATIONSHIP BETWEEN PERCENTAGE FRACTION AND DECIMAL Year 6 LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARYPupils will be taught to Pupils will be able toLEARNING ACTIVITIES

13

Demonstrate the concept ofpercentage of a quantity usingthe hundred-squares or multi-based blocks.

The shaded parts of the twohundred-squares is 128% of

100. Guide pupils to find the value

for percentage of a quantitythrough some examples, suchas

45% of 10

5410

100

45.=

(iii)Find the value for a givenpercentage of a quantity.

Finding values forpercentage of a quantity,shall include the following,

Quantity value of

a) 100

b) less than 100

c) more than 100,

Percentage value of

a) less than 100%

b) more than 100%.

Sample items for findingvalues for percentage of aquantity are as follows:

a) 9.8% of 3500

b) 114% of 100

c) 150% of 70

d) 160% of 120

simplest form

multiple

income

expenses

savings

profit

loss

discount

dividend

interest

tax

commission

Pupils create stories from givenpercentage of a quantity.

Pose to pupils, situationalproblems in the form of words,tables and pictorials.

(iv)Solve problems in realcontext involvingrelationships betweenpercentage, fractions anddecimals.

Solve problems in real lifeinvolving percentagecalculation of income andexpenditure, savings, profitand loss, discount, dividendor interest, tax, commission,etc.


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Learning Area: MONEY UP TO RM10 MILLION Year 6 LEARNING OBJECTIVESPupils will be taught to


LEARNING ACTIVITIES

LEARNING OUTCOMES



14

1 Use and apply numbersense in real contextinvolving money.

Provide to pupils a situationinvolving money where mixedoperations need to beperformed. Then, demonstratehow the situation istransformed to a numbersentence of mixed operations.

Pupils solve mixed operationsinvolving money in the usualproper manner by writingnumber sentences in thevertical form.

(i)Perform mixed operationswith money up to a value ofRM10 million.

Mixed operations exercisemay also include brackets,for example

RM8000 + RM1254 RM5555 =

RM125.05 RM21 RM105.95 =

(RM100 + RM50) 5 =

(RM125 8) (RM40 8) =

RM1200 (RM2400 6) =

mixed operation

bracket

savings

income

expenditure

investments

cost price

selling price

profit

Pose problems involvingmoney in numerical form,simple sentences, tables orpictures.



2) Devising a plan


4) Looking back.

(ii)Solve problems in realcontext involvingcomputation of money.

Discuss problems involvingvarious situations such assavings, income,expenditure, investments,cost price, selling price,profit, loss and discount.

loss

discount

computation


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Learning Area: DURATION Year 6 LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARYPupils will be taught to Pupils will be able toLEARNING ACTIVITIES

15

Pupils find the duration fromthe start to the end of an eventfrom a given situation with theaid of the calendar, schedulesand number lines.

(i)Calculate the duration of anevent in between

a) months

b) years

c) dates.

Some basic ideas of pointsin time so that calculation ofduration is possible, are asfollows:

For duration in months, from March until October.

For duration in years andmonths, from July 2006to September 2006.

For duration in years,months and days,

a) from 25th March 2004up to 25th June 2004, or

b) from 27th May 2005till 29th June 2006.

calculation1 Use and applyknowledge of time to findthe duration.

compute

date

calendar

schedule

duration

event

month

year

(ii)Compute time period fromsituations expressed infractions of duration.

An example of a situationexpressed in a fraction oftime duration

32 of 2 years.


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Learning Area: DURATION Year 6 LEARNING OBJECTIVESPupils will be taught to


LEARNING ACTIVITIES

LEARNING OUTCOMES



16

Pose problems involvingcomputation of time innumerical form, simplesentences, tables or pictures.



2) Devising a plan


4) Looking back.

(iii)Solve problem in realcontext involvingcomputation of timeduration.

Discuss problem involvingvarious situations such asevent, calendar etc.


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Learning Area: COMPUTATION OF LENGTH Year 6 LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARYPupils will be taught to Pupils will be able toLEARNING ACTIVITIES

17

1 Use and applyfractional computation toproblems involving length.

Use scaled number lines orpaper strips to model situationsexpressed in fractions.

21 of 4 km.

(i)Compute length from asituation expressed infraction.

The term fraction includesmixed numbers.

proper fraction

lengthAn example of computinglength from a situation

expressed in fraction is asfollows:

measurement

centimetre

metre

53 of 120 km

In this context, of is amultiplication operator, so,

725

360120

5

3==

53 of 120 km is 72 km.

kilometre21

0 1 2 3 4

km

Pose problems involvingcomputation of length innumerical form, simplesentences, tables or pictures.

Teacher guides pupils to solve

problems following Polyas four-step model of


2) Devising a plan


4) Looking back.

(ii)Solve problem in realcontext involvingcomputation of length.

Problems involvingcomputation of length mayalso include measuring,conversion of units and/orcalculation of length.

The scope of units ofmeasurement for lengthinvolves cm, m and km.


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Learning Area: COMPUTATION OF MASS Year 6 LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARYPupils will be taught to Pupils will be able toLEARNING ACTIVITIES

18

1 Use and applyfractional computation toproblems involving mass.

Use the spring balance,weights and an improvisedfractional scale to verifycomputations of mass.

(i)Compute mass from asituation expressed infraction.

An example of computingmass from a situationexpressed in fraction is asfollows:

proper fraction

mixed number

mass

conversion212 of 30 kg


75

2

150

302

5302

21

=

=

=

212 of 30 kg is 75 kg.

weight

gram

kilogram

Pose problems involvingcomputation of mass innumerical form, simplesentences, tables or pictures.

Teacher guides pupils to solve

problems following Polyas four-step model of


2) Devising a plan


4) Looking back.

(ii)Solve problem in realcontext involvingcomputation of mass.

Problems involvingcomputation of mass mayalso include measuring,conversion of units and/orcalculation of mass.

The scope of units ofmeasurement for massinvolves g and kg.

0

41

21

50 g

43

1100 g


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Learning Area: COMPUTATION OF VOLUME OF LIQUID Year 6 LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARYPupils will be taught to Pupils will be able toLEARNING ACTIVITIES

19

1 Use and applyfractional computation toproblems involving volumeof liquid.

Use the measuring cylinder andan improvised fractional scaleto verify computations ofvolumes of liquid.

(i)Compute volume of liquidfrom a situation expressedin fraction.

An example of computingvolume of liquid from asituation expressed infraction is as follows:

proper fraction

mixed number

volume of liquid

conversion 83 of 400l


150

8

1200400

8

3

=

=

8

3 of 400 is 150 .l l

litre

millilitre100

ml

25 ml

1

43

21

41

0

Pose problems involvingvolume of liquid in numericalform, simple sentences, tablesor pictures.



2) Devising a plan


4) Looking back.

(ii)Solve problem in real Problems involvingcomputation of volume ofliquid may also includemeasuring, conversion ofunits and/or calculation ofvolume of liquid.

context involvingcomputation of volume ofliquid.

The scope of units of

measurement for volume ofliquid involves ml and l .


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Learning Area: TWO-DIMENSIONAL SHAPES Year 6 LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARYPupils will be taught to Pupils will be able toLEARNING ACTIVITIES

20

1 Find the perimeter andarea of composite two-dimensional shapes.

Pupils construct two-dimensional composite shapeson the geo-board or graphpaper. Pupils then measure theperimeter of the shapes.

Teacher provides a two-dimensional composite shapewith given dimensions. Pupilscalculate the perimeter of theshape.

(i)Find the perimeter of a two-dimensional compositeshape of two or morequadrilaterals and triangles.

A perimeter is the totaldistance around the outsideedges of a shape.

perimeter

square,

rectangleLimit quadrilaterals to

squares and rectangles, andtriangles to right-angledtriangles.

trianglequadrilateral

compositeGiven below are examples of2-D composite shapes of twoor more quadrilaterals andtriangles.

two-dimensional

geo-board

length

breadtharea


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Learning Area: TWO-DIMENSIONAL SHAPES Year 6 LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARYPupils will be taught to Pupils will be able toLEARNING ACTIVITIES

21

. Pupils construct two-dimensional composite shapeson the geo-board or graphpaper. Pupils then find the areaof the shapes.

Teacher provides a two-dimensional composite shapewith given dimensions. Pupilscalculate the area of the shape.

(ii)Find the area of a two- To calculate area of 2-Dshapes, use the followingformulae

quadrilateral

dimensional compositetriangle

shape of two or morequadrilaterals and triangles. grid

AreaA, of a square with

sides a in length.aaA =

geo-board

AreaA, of a rectangle withlength l and breadth b.

blA =

AreaA, of a triangle withbase length b and height h.

( )hbA=

2

1

Pose problems of findingperimeters and areas of 2-Dshapes in numerical form,simple sentences, tables orpictures.

Teacher guides pupils to solveproblems following Polyas four-

step model of


2) Devising a plan


4) Looking back.

(iii)Solve problems in realcontexts involvingcalculation of perimeter andarea of two-dimensionalshapes.


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Learning Area: THREE-DIMENSIONAL SHAPES Year 6 LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARYPupils will be taught to Pupils will be able toLEARNING ACTIVITIES

22

1 Find the surface areaand volume of compositethree-dimensional shapes.

Pupils draw net according tothe given measurements, cutout the shape and fold to makea three-dimensional shape.Next, unfold the shape and use

the graph paper to find thearea. Verify that the area is thesurface area of the 3-D shape.

Teacher provides a three-dimensional composite shapewith given dimensions. Pupilscalculate the surface area ofthe shape.

(i)Find the surface area of athree-dimensionalcomposite shape of two ormore cubes and cuboids.

Use only cubes and cuboidsto form composite 3-Dshapes. Examples of theseshapes are as below

cube

cuboid

three-dimensional

volumelength

breadth

height

Pupils construct three-dimensional composite shapesusing the Dienes blocks. Thevolume in units of the block isdetermined by mere countingthe number of blocks.

Teacher provides a three-dimensional composite shapewith given dimensions. Pupilscalculate the volume of theshape.

(ii)Find volume of a three- For a cuboid with length l,breadth b and height h, thevolume V of the cuboid is

dimensional compositeshape of two or morecubes and cuboids.

V =lbh

h

l

b

V


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Learning Area: THREE-DIMENSIONAL SHAPES Year 6

LEARNING OBJECTIVES

Pupils will be taught to


LEARNING ACTIVITIES

LEARNING OUTCOMES



23

Pose problems of findingsurface area and volume of 3-Dshapes in numerical form,simple sentences, tables orpictures.



2) Devising a plan


4) Looking back.

(iii)Solve problems in realcontexts involvingcalculation of surface areaand volume of three-dimensional shapes.


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Learning Area: AVERAGE Year 6

LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to Pupils will be able toLEARNING ACTIVITIES

24

1 Understand andcompute average.

Arrange four stacks of coins asin the diagram below. Pupilstabulate the number of coins ineach stack. Ask pupils whatwould be the number of coins

in each stack if the coins wereevenly distributed. Pupils shareamong the class on how theyarrive at the average number.

Teacher demonstrates how theaverage is calculated from agiven set of data.

(i)Calculate the average of upto five numbers.

Average is the commoncentral value for a set ofitems in between the lowestand the highest value of theitems. The formula to

calculate average is

average

decimal place

item

value

itemsofnumber

valuesitemtotalaverage =

An example

Find the average value ofthese numbers1.2, 3.65,0.205, 4, 5.8.

971.2

5

855.14

5

8.54205.065.32.1

=

=

++++

Limit the value of averagesto three decimal places.


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Learning Area: AVERAGE Year 6



25

Pose problems involvingaverage in numerical form,simple sentences, tables orpictures.



2) Devising a plan


4) Looking back.

(ii)Solve problems in realcontexts involving average.

Use quantities objects orpeople, money, time, length,mass, volume of liquid, etc.,as context for problems.

average

decimal place

quantity

Include compound units forcalculation of average whendealing with money andtime.

An example problem

The table below is the timeclocked by four runners of ateam running the mile. What

is the average time made bythe team to run the mile?

Runner time

A 2 hr 10 min

B 2 hr 5 min

C 1 hr 50 min

D 1 hr 40 min


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Learning Area: ORGANISING AND INTERPRETING DATA Year 6



26

1 Organise and interpretdata from tables andcharts.

Teacher prepares sometemplates in the form of circularfraction charts and a suitabledata set. Teacher then guidespupils to select the right

template to begin constructingthe pie chart.

(i)Construct a pie chart froma given set of data.

Scope data sets for pie chartconstruction, convertable toproper fractions withdenominators up to 10 only.For example

pie chart

frequency

mode

rangemaximum

minimum

Total number of dolls ownedby the girls is 10.

103Aishah has of the total

number of dolls, Bee Lin has

51

101, Chelvi , while Doris

has 52 of the total number of

dolls.

Percentage may be used inthe legend.

Circular Fraction Chart Templates

The Owners of 10 Dolls

Doris

40%

Chelvi10% Bee Lin

20%

Aishah

30%

Name Dolls Own

Aishah 3

Bee Lin 2

Chelvi 1

Doris 4


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27

Teacher provides a pie chartand guides pupils to extractinformation from the chart toconstruct a data table. Remindthe meaning of frequency,

mode, range, etc.

Pupils discuss and presenttheir findings andunderstanding of charts andtables.

The electronic spreadsheetmay be used to aid theunderstanding of charts and

tables.

(ii)Determine the frequency, Introduce the termmean asan average value.

average

mode, range, mean,mean

maximum and minimumExtract information from agiven pie chart to construct a

data table.

value from a pie chart.

From the data table,

What is the most commonscore? (mode)

The highest mark forstudents who scored A is 85and the lowest is 80. For thescore of E, the highest markis 29 while the lowest is 17.

A

B

C

D

E10%

10%

10%

40%

30%

Mathematics test scoresof 100 u i ls


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INTEGRATED CURRICULUM FOR PRIMARY SCHOOLS

MATHEMATICS YEAR 6

28

CONTRIBUTORS

Advisor Mahzan bin Bakar SMP, AMP Rosita Mat ZainDirectorCurriculum Development Centre

Hj. Zulkifly bin Mohd WazirDeputy DirectorCurriculum Development Centre

Editorial Cheah Eng JooAdvisors Principal Assistant Director(Science and Mathematics)Curriculum Development Centre

Abd Wahab bin IbrahimAssistant Director(Head of Mathematics Unit)Curriculum Development Centre

EDITORS

Assistant DirectorCurriculum Development Centre

Wong Sui YongAssistant DirectorCurriculum Development Centre

Susilawati EhsanAssistant DirectorCurriculum Development Centre

Mohd Ali Henipah bin AliAssistant DirectorCurriculum Development Centre

Mat Shaupi b in Daud

Mazlan AwiAssistant DirectorCurriculum Development Centre

Sugara Abd. LatifAssistant DirectorCurriculum Development Centre

Aziz NaimAssistant DirectorCurriculum Development Centre

Romna RosliAssistant DirectorCurriculum Development Centre

WRITERS

Abd Rahim bin AhmadMaktab Perguruan Sultan Abdul Halim Sungai Petani

Lim Chiew YangSK Rahang, Seremban, Negeri Sembilan

Liew Sook FongSK Temiang, Seremban, Negeri Sembilan

Haji Zainal Abidin bin JaafarSK Undang J elebu, Kuala Klawang, Negeri Sembilan

Nor Milah bte Abdul LatifSK Felda Mata Air, Padang Besar (U) Perlis

Daud bin ZakariaSK Sg J ejawi, Teluk Intan, Perak

Bashirah Begum bte Zainul AbidinSK Teluk Mas, Pokok Sena, Kedah

Haji Ahmad bin Haji OmarSK Bukit Nikmat, J erantut, Pahang

SK Seri Tunjong, Beseri Perlis

Bebi Rosnani MohamadSK Indera Mahkota, Pahang

Cheah Pooi See

SJ K(C) Kampung Baru Mambau, Negeri Sembilan

Rafishah BakarSK Tengku Budriah, Arau, Perlis

Osman bin KechikSK Mutiara Perdana, Bayan Lepas, Pulau Pinang

Kalaivani a/p ShanmugamSJ KT J alan Sungai, Pulau Pinang

Mohd Anuar bin HussinSK Tunku Puan Habsah, Baling, Kedah

LAYOUT AND ILLUSTRATION

Sahabudin IsmailSK Kebor Besar, Manir Terengganu

Documents

Hsp Maths Y6