Download - Rancangan Pengajaran Tahunan m3 Thn 5
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7/30/2019 Rancangan Pengajaran Tahunan m3 Thn 5
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Learning Area : NUMBERS TO 1 000 000 Year5LEARNING OBJECTIVES
Pupils will be taught to
SUGGESTED TEACHING AND
LEARNING ACTIVITIES
LEARNING OUTCOMES
Pupils will be able to
POINTS TO NOTE VOCABULARY
1 Develop number senseup to 1 000 000
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 numberlinescales and ask pupils to markthe positions that representt aset of given numbers.
Given a set of numbers, pupilsrepresent eachnumberusingthe number base blocks or theabacus. Pupils then state theplace value of every digit of thegiven number.
Given a set of numerals, pupilscompare and arrange thenumbers in ascending then
descending order.
(i) Name and write numbersup to 1 000 000.
Write numbers in words andnumerals.
Emphasise reading andwriting numbers in extendednotation for example :
801 249 = 800 000 + 1 000+ 200 + 40 +9or
801 249 = 8 hundredthousands + 1 thousands + 2
hundreds + 4 tens + 9 ones.
Explain to pupils thatnumbers are rounded off toget an approximate.
numbers
numeral
count
place value
value ofthedigits
partition
decompose
estimate
check
compare
count in
hundreds
tenthousands
thousands
round offtothenearest
tens
hundredsthousands
ten thousands
hundred thousands
(ii) Determine the place valueof the digits in any wholenumber up to 1 000 000.
(iii) Compare value of numbersup to 1 000 000.
(iv) Round off numbers tothenearest tens, hundreds,thousands, ten thousandsand hundred thousands.
1
MINGGU 1
[2-4/01/2013]
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Learning Area : ADDITION WITH THE HIGHEST TOTAL OF 1 000 000 Year5LEARNING OBJECTIVES
Pupils will be taught toSUGGESTED TEACHING AND
LEARNING ACTIVITIESLEARNING OUTCOMES
Pupils will be able toPOINTS TO NOTE VOCABULARY
2 Add numbers tothetotal of 1 000 000
Pupils practice addition usingthe four-step algorithm of:
1) Estimate the total.
2)Arrange the numbersinvolved according to placevalues.
3) Perform the operation.
4) Check the reasonableness ofthe answer.
Pupils create stories from givenaddition number sentences.
(i) Add any two to fournumbers to 1 000 000.
Addition exercises includeaddition of two numbers tofour numbers
without trading (withoutregrouping).
with trading(withregrouping).
Provide mental additionpractice either using theabacus-based technique orusing quick addition
strategies such as estimatingtotal byrounding, simplifyingaddition by pairs oftensanddoubles, e.g.
Rounding410 218 400 000
294 093 300 000
68 261 70000
Pairs of ten4 + 6, 5 + 5, etc.
Doubles3 + 3, 30 + 30, 300 + 300,3000 + 3000, 5 + 5, etc.
number sentences
vertical form
without trading
with trading
quick calculation
pairs of ten
doubles
estimation
range
2
MINGGU 2
[7-11/01/2013]
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7/30/2019 Rancangan Pengajaran Tahunan m3 Thn 5
3/46
Learning Area : ADDITION WITH THE HIGHEST TOTAL OF 1 000 000 Year5LEARNING OBJECTIVES
Pupils will be taught toSUGGESTED TEACHING AND
LEARNING ACTIVITIESLEARNING OUTCOMES
Pupils will be able toPOINTS TO NOTE VOCABULARY
Teacher pose problemsverbally, i.e., in the numericalform or simple 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.
(ii) Solve addition problems. Before a problem solvingexercise, provide pupils withthe activity ofcreatingstoriesfrom number sentences.
A guide to solving additionproblems:
Understanding theproblemExtract information from
problems posed by drawingdiagrams, making lists ortables. Determine the type ofproblem, whether it isaddition, subtraction, etc.
Devising a plan Translatethe information into anumber sentence.Determine what strategy touse to perform theoperation.
Implementing the planPerform the operationconventionally, i.e. write thenumber sentence in thevertical form.
Looking backCheck for accuracy of thesolution. Use a differentstartegy, e.g. calculate byusing the abacus.
total
sum of
numerical
how many
numbersentences
create
poseproblem
tables
modeling
simulating
3
MINGGU 2
[7-11/01/2013]
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7/30/2019 Rancangan Pengajaran Tahunan m3 Thn 5
4/46
Learning Area : SUBTRACTION WITHIN THE RANGE OF 1 000 000 Year5LEARNING OBJECTIVES
Pupils will be taught toSUGGESTED TEACHING AND
LEARNING ACTIVITIESLEARNING OUTCOMES
Pupils will be able toPOINTS TO NOTE VOCABULARY
3 Subtract numbers froma number less than1 000 000.
Pupils create stories from givensubtraction number sentences.
Pupils practicesubtraction using the four-step algorithmof:
1) Estimate the sum.
2)Arrange the numbersinvolved according to placevalues.
3) Perform the operation.
4) Check the reasonableness ofthe answer.
Pupils subtract successively bywriting the number sentence inthe
a) horizontalform
b) vertical form
(i) Subtract one number froma bigger number less than1 000 000.
(ii) Subtract successively froma biggernumberless than1 000 000.
Subtraction refers to
a) taking away,
b) comparing differences
c) the inverse ofaddition.
Limit subtraction problems tosubtracting from a biggernumber.
Provide mental sutractionpractice either using theabacus-based technique orusing quick subtractionstrategies.
Quick subtraction strategiesto be implemented:
a) Estimating the sum byrounding numbers.
b) counting up andcounting down(counting onandcounting back)
Subtract successively twonumbers from a biggernumber
number sentence
vertical form
without trading
with trading
quickcalculation
pairs of ten
counting up
counting down
estimation
range
modeling
successively
4
MINGGU 3
[14-18/01/2013]
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7/30/2019 Rancangan Pengajaran Tahunan m3 Thn 5
5/46
Learning Area : SUBTRACTION WITHIN THE RANGE OF 1 000 000 Year5LEARNING OBJECTIVES
Pupils will be taught toSUGGESTED TEACHING AND
LEARNING ACTIVITIES
LEARNING OUTCOMES
Pupils will be able to
POINTS TO NOTE VOCABULARY
Teacher pose problemsverbally, i.e., in the numericalform or simple 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.
(iii) Solvesubtractionproblems.
Also pose problems in theform of pictorials and stories.
create
poseproblems
tables
5
MINGGU 3
[14-18/01/2013]
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7/30/2019 Rancangan Pengajaran Tahunan m3 Thn 5
6/46
Learning Area : MULTIPLICATION WITH THE HIGHEST PRODUCT OF 1 000 000 Year5LEARNING OBJECTIVES
Pupils will be taught toSUGGESTED TEACHING AND
LEARNING ACTIVITIES
LEARNING OUTCOMES
Pupils will be able to
POINTS TO NOTE VOCABULARY
4 Multiply any two
numbers with the highestproduct of1000 000.
Pupils create stories fromgiven multplication numbersentences.
e.g. 40 500 7 = 283 500
A factory produces 40 500batteries per day. 283500batteries are produced in 7days
Pupils practice multiplicationusing the four-step algorithm of:
1) Estimate the product.
2)Arrange the numbersinvolved according to placevalues.
3) Perform the operation.
4) Check the reasonableness ofthe answer.
(i) Multiply up to fivedigitnumbers with
a) a one-digit number,
b) a two-digit number,
c) 10, 100 and 1000.
Limit products to less than1 000 000.
Provide mental multiplicationpractice eitherusing theabacus-based technique orother multiplicationstrategies.
Multiplication strategies to beimplemented:
Factorising
16 572 36
= (16 572 30)+(16 572 6)= 497 160 + 99 432= 596 592
Completing 100
99 4982
= 4982 99
= (4982 100) (4982 1)= 498 200 4982= 493 218
Lattice multiplication
times
multiply
multiplied by
multiple of
various
estimation
lattice
multiplication
1 6 5 7 2
0 1 13 8 5
50 3 3
6 6 0
2 03
1 6
4 16
2 2
9 6 5 9 2
6
MINGGU 4
[21-25/01/2013]
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7/30/2019 Rancangan Pengajaran Tahunan m3 Thn 5
7/46
Learning Area : MULTIPLICATION WITH THE HIGHEST PRODUCT OF 1 000 000 Year5LEARNING OBJECTIVES
Pupils will be taught toSUGGESTED TEACHING AND
LEARNING ACTIVITIESLEARNING OUTCOMES
Pupils will be able toPOINTS TO NOTE VOCABULARY
Teacher pose problemsverbally, i.e., in the numericalform or simple 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.
(Apply some of the commonstrategies in every problemsolving step.)
(ii) Solve problems involvingmultiplication.
A guide to solving additionproblems:
Understanding theproblemExtract information fromproblems posed by drawingdiagrams, making lists ortables. Determine the type ofproblem, whether it isaddition, subtraction, etc.
Devising a plan Translatethe information into anumber sentence.Determine what strategy touse to perform theoperation.
Implementing the planPerform the operationconventionally, i.e. write thenumber sentence in thevertical form.
Looking backCheck for accuracy of the
solution. Use a differentstartegy, e.g. calculate byusing the abacus.
Times
Multiply
multiplied by
multiple of
estimation
lattice
multiplication
7
MINGGU 4
[21-25/01/2013]
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7/30/2019 Rancangan Pengajaran Tahunan m3 Thn 5
8/46
Learning Area : DIVISION WITH THE HIGHEST DIVIDEND OF 1 000 000 Year5LEARNING OBJECTIVES
Pupils will be taught toSUGGESTED TEACHING AND
LEARNING ACTIVITIES
LEARNING OUTCOMES
Pupils will be able to
POINTS TO NOTE VOCABULARY
5 Divide a number less
than 1 000 000 bya two-digit number.
Pupils create stories from givendivision number sentences.
Pupils practice division usingthe four-step algorithm of:
1) Estimate thequotient.
2)Arrange the numbersinvolved according to placevalues.
3) Perform theoperation.
4) Check the reasonableness ofthe answer.
Example for longdivision
1 3 5 6 2 r 20
35 4 7 4 6 9 0
3 5
1 2 4
1 0 5
1 9 61 7 5
2 1 9
2 1 0
9 0
7 0
2 0
(i) Divide numbers up to sixdigits by
a) one-digit number,
b) 10, 100 and 1000,
c) two-digit number,
8
Division exercises includequptients
a) without remainder,
b) with remainder.
Note that r is used tosignify remainder.
Emphasise the long divisiontechnique.
Provide mental divisionpractice either using theabacus-based technique orother division strategies.
Exposed pupils to variousdivision strategies, such as,
a) divisibility of a number
b) divide by 10, 100 and1 000.
divide
dividend
quotient
divisor
remainder
divisibility
MINGGU 5
[21-25/01/2013]
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7/30/2019 Rancangan Pengajaran Tahunan m3 Thn 5
9/46
Learning Area : DIVISION WITH THE HIGHEST DIVIDEND OF 1 000 000 Year5LEARNING OBJECTIVES
Pupils will be taught to
SUGGESTED TEACHING AND
LEARNING ACTIVITIES
Teacher pose problemsverbally, i.e., in the numericalform or simple sentences.
Teacher guides pupils to solveproblems following Polyas four-step model of:
1) Understanding the problem
2) Devising a plan
3) Implementing the plan4) Looking back.
(Apply some of the commonstrategies in every problemsolving step.)
LEARNING OUTCOMES
Pupils will be able to
(ii) Solve problems involvingdivision.
POINTS TO NOTE VOCABULARY
9
MINGGU 5
[21-25/01/2013]
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7/30/2019 Rancangan Pengajaran Tahunan m3 Thn 5
10/46
Learning Area : MIXED OPERATIONS Year5LEARNING OBJECTIVES
Pupils will be taught toSUGGESTED TEACHING AND
LEARNING ACTIVITIESLEARNING OUTCOMES
Pupils will be able toPOINTS TO NOTE VOCABULARY
6 Perform mixed
operations involvingmultiplication and division.
Pupils create stories from givennumber sentences involvingmixed operations of divisionand multiplication.
Pupils practice calculationinvolving mixed operation usingthe four-step algorithm of:
1) Estimate the quotient.
2)Arrange the numbersinvolved according to placevalues.
3) Perform the operation.
4) Check the reasonableness ofthe answer.
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.
(Apply appropriate strategies inevery problem solving step.)
(i) Calculate mixed operationon whole numbersinvolving multiplication anddivision.
(ii) Solve problems involvingmixed operations ofdivision and multiplication..
For mixed operationsinvolving multiplication anddivision, calculate from left toright.
Limit the result of mixedoperation exercises to lessthan 100 000, for example
a) 24 10 5 =
b) 496 4 12 =
c) 8 005 200 50 =
Avoid problems such as
a) 3 6 x 300 =
b) 9 998 2 1000 =
c) 420 8 12 =
Pose problems in simplesentences, tables orpictorials.
Some common problem
solving strategies area) Drawing diagrams
b) Making a list or table
c) Using arithmeticformula
d) Using tools.
Mixed operations
10
MINGGU 6
[4-8/2/2013]
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7/30/2019 Rancangan Pengajaran Tahunan m3 Thn 5
11/46
LEARNING OBJECTIVES
Pupils will be taught toSUGGESTED TEACHING AND
LEARNING ACTIVITIESLEARNING OUTCOMES
Pupils will be able toPOINTS TO NOTE VOCABULARY
1 Understand improperfractions.
Demonstrate improper fractionsusing concrete objects such aspaper cut-outs, fraction chartsand number lines.
Pupils perform activities suchas paper folding or cutting, andmarking value on number linesto represent improper fractions.
(i) Name and write improperfractions with denominatorsup to 10.
(ii) Compare the value of thetwo improper fractions.
Revise proper fractionsbefore introducing improperfractions.
Improper fractions arefractions that are more thanone whole.
1 1
2 2
1
2
3
The numerator of animproper fraction has ahigher value than thedenominator.
1 1 1 1 1
3 3 3 3 3
The fraction reperesented bythe diagram is five thirds
and is written as 5 . It is3
commonly said as five overthree.
improper fraction
numerator
denominator
three overtwo
three halves
one whole
quarter
compare
partition
6 6
Learning Area : IMPROPER FRACTIONS Year5
three halves2
11
MINGGU 7
[11-15/02/2013]
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7/30/2019 Rancangan Pengajaran Tahunan m3 Thn 5
12/46
LEARNING OBJECTIVES
Pupils will be taught toSUGGESTED TEACHING AND
LEARNING ACTIVITIESLEARNING OUTCOMES
Pupils will be able toPOINTS TO NOTE VOCABULARY
2 Understand mixednumbers.
Teacher demonstrates mixednumbers by partitioning realobjects or manipulative.
Pupils perform activities suchas
a) paper folding and shading
b) pouring liquids intocontainers
c) marking number lines
to represent mixed numbers.
e.g.
2 3 shaded parts.4
3 1 beakers full.
(i) Name and write mixednumbers with denominatorsup to 10.
(ii) Convert improper fractions
to mixed numbers and vice-versa.
A mixed number consists ofa whole number and aproper fraction.
e.g.
2 12
Say as two and a half ortwo and one over two.
To convert improper fractionsto mixed numbers, useconcrete representations toverify the equivalence,then compare withtheprocedural calculation.
e.g.
7= 2
1 2R 1
3 3 3 7
6
1
fraction
proper fraction
improper fraction
mixed numbers
Learning Area : MIXED NUMBERS Year5
2
12
MINGGU 8
[18-22/2/2013]
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7/30/2019 Rancangan Pengajaran Tahunan m3 Thn 5
13/46
Learning Area : ADDITION OF FRACTIONS Year5LEARNING OBJECTIVES
Pupils will be taught toSUGGESTED TEACHING AND
LEARNING ACTIVITIES
LEARNING OUTCOMES
Pupils will be able to
POINTS TO NOTE VOCABULARY
3 Add twomixednumbers.
Demonstrate addition of mixednumbers through
a) paper folding activities
(i) Add two mixed numberswith thesamedenominators up to 10.
Examples of mixed numbersaddition exercise:
1
mixednumbers
equivalent
b) fractioncharts
c) diagrams
d) numberlines.
(ii) Add two mixed numbers
with different denominatorsup to 10.
a) 2 + =3
b) 23
+4
=5 5
simplest form
denominators
multiples
number lines
e.g.
11
+ 11
= 23
(iii) Solve problems involvingaddition of mixed numbers. c) 1
2
7
+ 24
=
7
diagram
fraction charts
4 2 4 The following type ofproblem should also beincluded:
a) 18
+ 31
= 8 1
9 3 1 + 39 3
b) 11
+ 11
= =18
+ 313
2 2 9 3 3
Emphasise answers in=1
8+ 3
3 Create stories from given
number sentences involvingmixed numbers.
simplestform.
9 9
= 4119
= 529
13
MINGGU 9
[25.2-1.3/2013]
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7/30/2019 Rancangan Pengajaran Tahunan m3 Thn 5
14/46
Learning Area : SUBTRACTION OF FRACTIONS Year5LEARNING OBJECTIVES
Pupils will be taught toSUGGESTED TEACHING AND
LEARNING ACTIVITIESLEARNING OUTCOMES
Pupils will be able toPOINTS TO NOTE VOCABULARY
4 Subtractmixednumbers.
Demonstrate subtraction ofmixed numbersthrough
a) paper folding activities
b) fraction charts
c) diagrams
d) number lines
e) multiplication tables.
Pupils create stories from givennumber sentences involvingmixed numbers.
(i) Subtract two mixednumbers with the samedenominator up to 10.
Some examples ofsubtraction problems:
3a) 2 2 =
5
4 3b) 2 =
7 7
3 1c) 2 1 =
4 4
d) 3 11
=9
e) 211
3=
8 8
Emphasise answers insimplest form.
simplest form
multiply fraction
chart mixed
numbers
multiplication tables.
14
MINGGU 10
[4-8/03/2013]
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7/30/2019 Rancangan Pengajaran Tahunan m3 Thn 5
15/46
Learning Area : SUBTRACTION OF FRACTIONS Year5LEARNING OBJECTIVES
Pupils will be taught toSUGGESTED TEACHING AND
LEARNING ACTIVITIES
LEARNING OUTCOMES
Pupils will be able to
POINTS TO NOTE VOCABULARY
(ii) Subtract two mixednumbers withdifferentdenominators up to 10.
Include the following type ofproblems, e.g.
11
1
simplestform
equivalent
multiples
(iii) Solve problems involving 2 4 number sentencessubtraction ofmixed
= 11 2
1
numbers. 2 2 4
= 12
1
mixed numbers
equivalent fraction
4 4
= 1 14
Other examples
a) 17
1=
8 2
b) 34
7=
5 10
c) 21
2=
4 3
d) 51 3
3=
6 4
Emphasise answers insimplest form.
15
MINGGU 10
[4-8/03/2013]
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7/30/2019 Rancangan Pengajaran Tahunan m3 Thn 5
16/46
Learning Area : MULTIPLICATION OF FRACTIONS Year5LEARNING OBJECTIVES
Pupils will be taught toSUGGESTED TEACHING AND
LEARNING ACTIVITIESLEARNING OUTCOMES
Pupils will be able toPOINTS TO NOTE VOCABULARY
5 Multiply anyproper
fractions with a wholenumber up to 1 000.
Use groups of concretematerials, pictures and numberlines to demonstrate fraction asequal share of a whole set.
Provide activities of comparingequal portions of two groups ofobjects.
e.g.
1
of 6 = 32
1 of 6 pencils is 3 pencils.2
1 6 =
6= 3
2 2
(i) Multiply whole numberswith proper fractions.
Emphasise group of objectsas one whole.
Limit whole numbers up to 3digits in mulplicationexercises of whole numbersand fractions.
Some examplesmultiplication exercise forfractions with the numerator
1 and denominator up to 10.
a) 1 of82
b)1
70 =5
c)1
648 =8
Simplest form
Fractions
Denominator
Numerator
Whole number
Properfractions
Divisible
16
MINGGU 11
[11-15/03/2013]
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7/30/2019 Rancangan Pengajaran Tahunan m3 Thn 5
17/46
Learning Area : MULTIPLICATION OF FRACTIONS Year5LEARNING OBJECTIVES
Pupils will be taught toSUGGESTED TEACHING AND
LEARNING ACTIVITIES
LEARNING OUTCOMES
Pupils will be able to
POINTS TO NOTE VOCABULARY
6 12
orsixhalves.(ii) Solve problemsinvolving
multiplication of fractions.
Some multiplicationexamples for fractions withthe numerator more than 1and denominator up to 10.
e.g.
Multiply
fractions
Whole number
Divisible
6 of an orange is
1 + 1 + 1 + 1 + 1 + 1 =
oranges.
2a) of9
3
Denominator
Numerator
3 3 3 3 3 33
Create stories from givennumber sentences. b) 49
57
c)3
1368
Proper fractions
17
MINGGU 11
[11-15/03/2013]
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7/30/2019 Rancangan Pengajaran Tahunan m3 Thn 5
18/46
Learning Area : DECIMAL NUMBERS Year5LEARNING OBJECTIVES
Pupils will be taught toSUGGESTED TEACHING AND
LEARNING ACTIVITIESLEARNING OUTCOMES
Pupils will be able toPOINTS TO NOTE VOCABULARY
1 Understand and use
the vocabulary related todecimals.
Teacher models the concept ofdecimal numbers using numberlines.
e.g.
8 parts out of 1 000 equals0.008
23 parts out of 1 000 is equalto0.023.
100 parts out of 1 000 is 0.100
Compare decimal numbersusing thousand squares andnumber line.
Pupils find examples that usedecimals in daily situation.
(i) Name and write decimalnumbers to three decimalplaces.
(ii) Recognise the placevalueof thousandths.
(iii) Convert fractions ofthousandths to decimalnumbers and vice versa.
(iv) Round off decimal numbersto the nearest
a) tenths,
b) hundredths.
Decimals are fractionsoftenths, hundredths andthousandths.
e.g
0.007 is read as seventhousandths orzero pointzero zero seven.
12.302 is read as twelveand three hundred and twothousandths ortwelve pointthree zero two.
Emphasise place value ofthousandths using thethousand squares.
Fractions are not required tobe expressed in its simplestform.
Use overlapping slides tocompare decimal values oftenths, hundredths and
thousandths.
The size of the fractioncharts representing onewhole should be the samefor tenths, hundredths andthousandths.
decimals
place value chart
thousandths
thousand squares
decimal point
decimal place
decimal fraction
mixed decimal
convert
18
MINGGU 12
[18-22/03/2013]
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7/30/2019 Rancangan Pengajaran Tahunan m3 Thn 5
19/46
LEARNING OBJECTIVES
Pupils will be taught toSUGGESTED TEACHING AND
LEARNING ACTIVITIESLEARNING OUTCOMES
Pupils will be able toPOINTS TO NOTE VOCABULARY
2 Add decimal numbersup to three decimal places.
Pupils practice adding decimalsusing the four-step algorithm of
1) Estimate the total.
2)Arrange the numbersinvolved according to placevalues.
3) Perform the operation.
4) Check the reasonableness of
the answer.
Pupils create stories from givennumber sentences.
(i) Add any two to fourdecimal numbers up tothree decimal placesinvolving
a) decimal numbers anddecimal numbers,
b) whole numbers anddecimal numbers,
(ii) Solve problems involvingaddition of decimalnumbers.
Add any two to four decimalsgiven number sentences inthe horizontal and vertical
Emphasise on properpositioning of digits tothecorresponding place valuewhen writng numbersentences in the verticalform.
6.239 + 5.232 = 11.471
addend sum
addend
decimal numbers
vertical form
place value
decimal point
estimation
horizontal form
total
Learning Area : ADDITION OF DECIMAL NUMBERS Year5
form.
19
MINGGU 13
[25-29/03/2013]
CUTI PERTENGAHAN
SEMESTER PERTAMA
MINGGU 14
[25-29/03/2013]
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7/30/2019 Rancangan Pengajaran Tahunan m3 Thn 5
20/46
Learning Area : SUBTRACTION OF DECIMAL NUMBERS Year5LEARNING OBJECTIVES
Pupils will be taught toSUGGESTED TEACHING AND
LEARNING ACTIVITIESLEARNING OUTCOMES
Pupils will be able toPOINTS TO NOTE VOCABULARY
3 Subtractdecimal
numbersup to threedecimal places.
Pupils subtract decimalnumbers, given the numbersentences in the horizontal andvertical form.
Pupils practice subtractingdecimals using the four-stepalgorithm of
1) Estimate the total.
2)Arrange the numbersinvolved according to placevalues.
3) Perform the operation.
4) Check the reasonableness ofthe answer.
Pupils make stories from givennumber sentences.
(i) Subtract a decimal numberfrom another decimal up tothree decimal places.
(ii) Subtract successively any
two decimal numbers up tothree decimal places.
(iii) Solve problems involvingsubtraction of decimal
numbers.
Emphasise performingsubtraction ofdecimalnumbers by writing thenumber sentence in thevertical form.
Emphasise the alignment ofplace values and decimalpoints.
Emphasise subtraction using
the four-step algorithm.The minuend should be of abigger value than thesubtrahend.
8.321 4.241 = 4.080
vertical
place value
decimal point
estimation
range
decimal numbers
minuend difference
subtrahend
20
MINGGU 15
[8-12/04/2013]
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7/30/2019 Rancangan Pengajaran Tahunan m3 Thn 5
21/46
Learning Area : MULTIPLICATION OF DECIMAL NUMBERS Year5LEARNING OBJECTIVES
Pupils will be taught toSUGGESTED TEACHING AND
LEARNING ACTIVITIESLEARNING OUTCOMES
Pupils will be able toPOINTS TO NOTE VOCABULARY
4 Multiply decimal
numbers up to threedecimal places with awhole number.
Multiply decimal numbers witha number using horizontal andvertical form.
Pupils practice subtractingdecimals using the four-stepalgorithm
1) Estimate the total.
2)Arrange the numbersinvolved according to placevalues.
3) Perform the operation.
4) Check the reasonableness ofthe answer.
Pupils create stories from givennumber sentences.
(i) Multiply anydecimalnumbers up to threedecimal places with
a) a one-digit number,
b) a two-digit number,
c) 10, 100 and 1000.
(ii) Solve problems involvingmultiplication of decimalnumbers.
Emphasise performingmultiplication of decimalnumbers by writing thenumber sentence in thevertical form.
Emphasise the alignment ofplace values and decimalpoints.
Apply knowledge of decimals
in:a) money,
b) length,
c) mass,
d) volume ofliquid.
vertical form
decimal point
estimation
range
product
horizontal form
21
MINGGU 16
[15-19/04/2013]
-
7/30/2019 Rancangan Pengajaran Tahunan m3 Thn 5
22/46
Learning Area : DIVISION OF DECIMAL NUMBERS Year5LEARNING OBJECTIVES
Pupils will be taught toSUGGESTED TEACHING AND
LEARNING ACTIVITIESLEARNING OUTCOMES
Pupils will be able toPOINTS TO NOTE VOCABULARY
5 Divide decimal
numbers up to threedecimal places by a wholenumber.
Pupils practice subtractingdecimals using the four-stepalgorithm of
1) Estimate the total.
2)Arrange the numbersinvolved according to placevalues.
3) Perform the operation.
4) Check the reasonableness ofthe answer.
Pupils create stories from givennumber sentences.
(i) Divide a whole number by
a) 10
b) 100
c) 1 000
(ii) Divide a whole number by
a) a one-digit number,
b) a two-digit wholenumber,
(iii) Divide a decimal number ofthree decimal placesby
a) a one-digit number
b) a two-digit wholenumber
c) 10
d) 100.
(iv) Solve problem involvingdivision of decimalnumbers.
Emphasise division using thefour-steps algorithm.
Quotients must be roundedoff to three decimal places.
Apply knowledge of decimalsin:
a) money,
b) length,
c) mass,
d) volume ofliquid.
divide
quotient
decimal places
rounded off
whole number
22
MINGGU 17
[15-19/04/2013]
-
7/30/2019 Rancangan Pengajaran Tahunan m3 Thn 5
23/46
Learning Area : PERCENTAGE Year5LEARNING OBJECTIVES
Pupils will be taught toSUGGESTED TEACHING AND
LEARNING ACTIVITIESLEARNING OUTCOMES
Pupils will be able toPOINTS TO NOTE VOCABULARY
1 Understand andusepercentage.
Pupils represent percentagewith hundred squares.
Shade parts of the hundredsquares.
Name and write the fraction ofthe shaded parts to percentage.
(i) Name and write the symbolfor percentage.
(ii) State fraction of hundredthsin percentage.
(iii) Convert fraction ofhundredths to percentageand vice versa.
The symbol forpercentageis% and is read as percent,e.g. 25 % is read as twenty-five percent.
The hundred squares shouldbe used extensively to easilyconvert fractionsofhundredths to percentage.
e.g.
16a) = 16%
10042
b) 42% =100
percent
percentage
23
MINGGU 17
[15-19/04/2013]
-
7/30/2019 Rancangan Pengajaran Tahunan m3 Thn 5
24/46
Learning Area : CONVERT FRACTIONS AND DECIMALS TO PERCENTAGE Year5LEARNING OBJECTIVES
Pupils will be taught to
2 Relate fractions and
SUGGESTED TEACHING AND
LEARNING ACTIVITIES
Identify the proper fractionsLEARNING OUTCOMES
Pupils will be able to
(i) Convert proper fractions of
POINTS TO NOTE VOCABULARY
e.g.
decimals to percentage. with the denominators given. tenths to percentage.
(ii) Convert proper fractionswith the denominators of 2,
5
510 10
7 7
1010
4
=50
100
28
50%
4, 5, 20, 25 and 50 topercentage.
25 25 4
=100
28%
(iii) Convert percentage tofraction in its simplest form.
35%35
100=
35100
5
75 20
(iv) Convert percentage todecimal number and viceversa.
24
MINGGU 18
[29.4-3.5/2013]
-
7/30/2019 Rancangan Pengajaran Tahunan m3 Thn 5
25/46
Learning Area : MONEY TO RM100 000 Year5LEARNING OBJECTIVES
Pupils will be taught toSUGGESTED TEACHING AND
LEARNING ACTIVITIESLEARNING OUTCOMES
Pupils will be able toPOINTS TO NOTE VOCABULARY
1 Understand and use
the vocabulary related tomoney.
2 Use and apply
mathematics conceptswhen dealing with moneyup to RM100 000.
Pupils show differentcombinations of notes andcoins to represent a givenamount of money.
Pupils perform basic and mixedoperations involving money bywriting number sentences inthe horizontal and verticalform.
Pupils create stories from givennumber sentences involvingmoney in real context, forexample,
a) Profit and loss in trade
b) Banking transaction
c) Accounting
d) Budgeting and financemanagement
(i) Read and write the value ofmoney in ringgit andsen upto RM100 000.
(i) Add money in ringgit andsen up to RM100 000.
(ii) Subtract money in ringgit
and sen within the range ofRM100 000.
(iii) Multiply money in ringgitand sen with a wholenumber, fraction or decimalwith products withinRM100 000.
(iv) Divide money in ringgit and
sen with the dividend up toRM100 000.
(v) Perform mixed operation ofmultiplication and divisioninvolving money in ringgitand sen up to RM100 000.
When performing mixedoperations, the order ofoperations should beobserved.
Example of mixed operationinvolving money,
RM62 000 4 3 =?
Avoid problems withremainders in division, e.g.,
RM75 000.10 4 3 = ?
RM
sen note
value
otal
amount
range
dividend
combination
25
MINGGU 19
[6-10/05/2013]
-
7/30/2019 Rancangan Pengajaran Tahunan m3 Thn 5
26/46
Learning Area : MONEY TO RM100 000 Year5LEARNING OBJECTIVES
Pupils will be taught toSUGGESTED TEACHING AND
LEARNING ACTIVITIESLEARNING OUTCOMES
Pupils will be able toPOINTS TO NOTE VOCABULARY
Pupils solve problems followingPolyas four-step algorithm andusing some of the commonproblem solving strategies.
(vi) Solve problems in realcontext involving money inringgit and sen up toRM100 000.
Pose problem in form ofnumericals, simplesentences, graphics andstories.
Polyas four-step algorithm
1) Understanding theproblem
2) Devising a plan
3) Implementing the plan4) Checking the solution
Examples ofthecommonproblemsolving strategiesare
Drawing diagrams Making a list Using formula Using tools
26
MINGGU 19
[6-10/05/2013]
-
7/30/2019 Rancangan Pengajaran Tahunan m3 Thn 5
27/46
Learning Area : READING AND WRITING TIME Year5LEARNING OBJECTIVES
Pupils will be taught toSUGGESTED TEACHING AND
LEARNING ACTIVITIESLEARNING OUTCOMES
Pupils will be able toPOINTS TO NOTE VOCABULARY
1 Understand thevocabulary related to time.
Pupils tell the time from thedigital clock display.
Design an analogue clock faceshowing time in the 24-hoursystem.
(i) Read and write time in the24-hour system.
(ii) Relate the time in the 24-
hour system to the 12-hoursystem.
Some common ways to readtime in the 24-hour system.
e.g.
Say : Sixteen hundred hours
Write: 1600hrs
Say: Sixteen zero five hours
Write: 1605hrs
Say: zero hundred hours
Write: 0000hrs
ante meridiem
post meridiem
analogue clock
digital clock.
24-hour system
12-hour system
27
MINGGU 19
[6-10/05/2013]
-
7/30/2019 Rancangan Pengajaran Tahunan m3 Thn 5
28/46
6
Learning Area : READING AND WRITING TIME Year5LEARNING OBJECTIVES
Pupils will be taught toSUGGESTED TEACHING AND
LEARNING ACTIVITIESLEARNING OUTCOMES
Pupils will be able toPOINTS TO NOTE VOCABULARY
Pupils convert time by usingthe number line
12 12 12
morning afternoon evening
noon
0000 1200 0000
the clock face
2300
13
22 14
21 15
20 16
19 18 17
(iii) Convert time from the 24-hour system to the 12-hoursystem and vice-versa.
Examples of time conversionfrom the 24-hour system tothe 12-hour system.
e.g.
a) 0400hrs4.00 a.m.
b) 1130hrs11.30a.m.
c) 1200hrs12.00 noon
d) 1905hrs7.05 p.m.
e) 0000hrs12.00 midnight
a.m.
ante meridiem refers to thetime after midnight beforenoon.
p.m.
post meridiem refers to thetime afternoonbeforemidnight.
a.m
p.m
28
MINGGU 20
[13-17/5/2013]
-
7/30/2019 Rancangan Pengajaran Tahunan m3 Thn 5
29/46
Learning Area : RELATIONSHIP BETWEEN UNITS OF TIME Year5LEARNING OBJECTIVES
Pupils will be taught toSUGGESTED TEACHING AND
LEARNING ACTIVITIESLEARNING OUTCOMES
Pupils will be able toPOINTS TO NOTE VOCABULARY
2 Understand the
relationship between unitsof time.
Pupils convert from one unit oftime
Pupils explore the relationshipbetween centuries, decadesand years by constructing atime conversion table.
(i) Convert time in fractionsand decimals of a minute toseconds.
(ii) Convert time in fractions
and decimals of an hour tominutes and to seconds.
(iii) Convert time in fractionsand decimals of a day to
hours, minutes andseconds.
(iv) Convert units of time from
a) century to years andvice versa.
b) century to decades andvice versa.
Conversion of units of timemay involve proper fractionsand decimals.
a) 1 century = 100years
b) 1 century = 10 decade
century
decade
29
MINGGU 20
[13-17/5/2013]
MINGGU 21
[20-24/5/2013]
PKSR SEMESTER
PERTAMA
-
7/30/2019 Rancangan Pengajaran Tahunan m3 Thn 5
30/46
Learning Area : BASIC OPERATIONS INVOLVING TIME Year5LEARNING OBJECTIVES
Pupils will be taught toSUGGESTED TEACHING AND
LEARNING ACTIVITIESLEARNING OUTCOMES
Pupils will be able toPOINTS TO NOTE VOCABULARY
3 Add, subtract, multiplyand divide units of time.
Pupils add, subtract, multiplyand divide units of time bywriting number sentences inthe horizontal and verticalform.
e.g.
5 hr 20 min 30 s
+ 2 hr 25 min 43 s
4 hr 45 min 12 s
- 2 hr 30 min 52 s
2 hr 15 min 9 s
7
4 13 hours 13 minutes
(i) Add time in hours, minutesand seconds.
(ii) Subtract time in hours,minutes and seconds.
(iii) Multiply time inhours,minutes and seconds.
(iv) Divide time in hours,
minutes and seconds.
Practise mental calculationfor the basic operationsinvolving hours, minutes andseconds.
Limit
a) multiplier to a one-digitnumber,
b) divisor to a one-digitnumber and
c) exclude remainders indivision.
multiplier
divisor
remainders
minutes
hours
seconds
days
years
months
30
MINGGU
22 DAN 23
[27.5-7.6/13]
CUTI SEMESTERPERTAMA
MINGGU 24
[10-14/6/2013]
-
7/30/2019 Rancangan Pengajaran Tahunan m3 Thn 5
31/46
Learning Area : DURATION Year5LEARNING OBJECTIVES
Pupils will be taught toSUGGESTED TEACHING AND
LEARNING ACTIVITIESLEARNING OUTCOMES
Pupils will be able toPOINTS TO NOTE VOCABULARY
4 Use and apply
knowledge of time to findthe duration.
Pupils read and stateinformation from schedulessuch as:
a) class time-table,
b) fixtures in a tournament
c) public transport, etc
Pupils find the duration the startand end time from a given
situation.
(i) Identify the start and endtimes of are event.
(ii) Calculate the duration of anevent, involving
a) hours, minutes andseconds.
b) days and hours
(iii) Determine the start or endtime of an eventfrom agiven duration of time.
(iv) Solve problems involvingtime duration in fractionsand/or decimals of hours,minutes and seconds.
Expose pupils to a variety ofschedules.
Emphasise the 24-hoursystem.
The duration should not belonger than a week.
duration
schedule
event
start
end
competition
hours
minutes
24-hoursystem
period
fixtures
tournament
31
MINGGU 25
[17-21/06/2013]
-
7/30/2019 Rancangan Pengajaran Tahunan m3 Thn 5
32/46
Learning Area : MEASURING LENGTH Year5LEARNING OBJECTIVES
Pupils will be taught toSUGGESTED TEACHING AND
LEARNING ACTIVITIESLEARNING OUTCOMES
Pupils will be able toPOINTS TO NOTE VOCABULARY
1 Measure and comparedistances.
Teacher provides experiencesto introduce the idea of akilometre.
e.g.
Walk a hundred-metre trackand explain to pupils that akilometre is ten times thedistance.
Use a simple map to measurethe distances to one place toanother.
e.g.
a) school
b) village
c) town
(i) Describe by comparisonthe distance of onekilometre.
(ii) Measure using scalesfordistance between places.
Introduce the symbol km forkilometre.
Relate the knowledge ofdata handling (pictographs)to thescales in a simplemap.
drepresents10pupils.represents 5 km
1 cm
kilometre
distance
places
points
destinations
between
record
map
scale
32
MINGGU 26
[24-28/06/2013]
-
7/30/2019 Rancangan Pengajaran Tahunan m3 Thn 5
33/46
Memahami hubungan
antara unit dalam ukuran panjang.
Learning Area : RELATIONSHIP BETWEEN UNITS OF LENGTH
Year5LEARNING OBJECTIVES
Pupils will be taught toSUGGESTED TEACHING AND
LEARNING ACTIVITIESLEARNING OUTCOMES
Pupils will be able toPOINTS TO NOTE VOCABULARY
2 Understand therelationship between unitsof length.
Compare the length of a metrestring and a 100-cm stick, thenwrite the relationship betweenthe units.
Pupils use the conversion tablefor units of length to convertlength from km to m and viceversa.
(i) Relate metre andkilometre.
(ii) Convert metre to kilometreand vice versa.
Emphasise relationships.
1 km = 1000 m
1 m = 100 cm
1 cm = 10 mm
Practice mental calculationgiving answers in mixeddecimals.
measurement
relationship
33
MINGGU 27
[1-5/07/2013]
-
7/30/2019 Rancangan Pengajaran Tahunan m3 Thn 5
34/46
Learning Area : BASIC OPERATIONS INVOLVING LENGTH Year5LEARNING OBJECTIVES
Pupils will be taught toSUGGESTED TEACHING AND
LEARNING ACTIVITIESLEARNING OUTCOMES
Pupils will be able toPOINTS TO NOTE VOCABULARY
3 Add, subtract, multiplyand divide units of length.
-
Pupils demonstrate additionand subtraction involving unitsof length using numbersentences in the usualconventional manner.
e.g.
a) 2 km + 465 m = m
b) 3.5 km + 615 m = km
c) 12.5 km 625 m = m
Pupils multiply and divideinvolving units of length.
e.g.
a) 7.215 m 1 000 = _km
b) 2.24 km 3 = m
Create stories from given numbersentence.
(i) Add and subtract units oflength involving conversionof units in
a) kilometres ,
b) kilometres and metres.
(ii) Multiply and divide units oflength in kilometresinvolving conversion ofunits with
a) a one-digit number,
b) 10, 100,1 000.
(iii) Identify operations in a
given situation.
(iv) Solve problems involvingbasic operations on length.
Give answers in mixeddecimals to 3 decimalplaces.
Check answers byperforming mentalcalculation whereverappropriate.
add
subtract
conversion
mixed decimal
multiply
quotient
34
MINGGU 28
[8-12/07/2013]
-
7/30/2019 Rancangan Pengajaran Tahunan m3 Thn 5
35/46
Learning Area : COMPARING MASS Year5LEARNING OBJECTIVES
Pupils will be taught toSUGGESTED TEACHING AND
LEARNING ACTIVITIES
LEARNING OUTCOMES
Pupils will be able toPOINTS TO NOTE VOCABULARY
1 Compare massofobjects.
Pupils measure, read andrecord masses of objects inkilograms and grams usingtheweighing scale and determinehow many timesthe mass of anobject as compared to another.
(i) Measure and recordmasses of objects inkilograms and grams.
(ii) Compare the masses oftwo objects using kilogramand gram, stating thecomparison in multiples orfractions.
(iii) Estimate the massesofobjects in kilograms andgrams.
Emphasise that measuringshould start from the 0 markof the weighing scale.
Encourage pupils to checkaccuracy of estimates.
read
weighingscale
divisions
weight
weigh
compare
record
compound
2 Understand therelationship between unitsof mass.
Pupils make stories for agiven measurement of mass.
e.g.
Aminah bought 4 kg ofcabbages and 500 g celery.Altogether, she bought a totalof 4.5 kg vegetables.
(i) Convert units of mass from
fractions and decimals of akilogram to grams and viceversa.
(ii) Solve problems involvingconversion of mass units infraction and/or decimals.
Emphasise relationships.
1 kg = 1000g
Emphasisementalcalculations.
Emphasise answers inmixed decimals up to 3decimal place.
e.g.
a) 3 kg 200 g = 3.2 kg
b) 1 kg 450 g = 1.45 kg
c) 2 kg 2 g = 2.002 kg
measurement
relationship
35
MINGGU 29
[15-19/07/2013]
MINGGU 30
[22-26/7/2013]
-
7/30/2019 Rancangan Pengajaran Tahunan m3 Thn 5
36/46
Learning Area : COMPARING VOLUME Year5LEARNING OBJECTIVES
Pupils will be taught toSUGGESTED TEACHING AND
LEARNING ACTIVITIESLEARNING OUTCOMES
Pupils will be able toPOINTS TO NOTE VOCABULARY
1 Measure and compare
volumes of liquid usingstandard units.
Pupils measure, read andrecord volume of liquid in litresand mililitres using beaker,measuring cylinder, etc.
Pupils measure and comparevolume of liquid stating thecomparison in multiples orfactors.
(i) Measure and record thevolumes of liquid in asmaller metric unit giventhe measure in fractionsand/or decimals of a largeruniit.
(ii) Estimate the volumes ofliquid involving fractionsand decimals in litres and
mililitres.
(iii) Compare the volumes ofliquid involving fractionsand decimals using litresand mililitres.
Capacity is the amount acontainer can hold.
Emphasise that reading ofmeasurement of liquidshould be at the bottom ofthe meniscus. 1 = 1000 m
1 = 0.5 = 500 m
2
1 = 0.25 = 250 m4
3 = 0.75 m = 750 m
4
Encourage pupils to checkaccuracy of estimates.
read
meniscus
record
capacity
measuring
cylinder
waterlevel
beaker
measuringjug
divisions
36
MINGGU 31
[29.7-208/2013]
-
7/30/2019 Rancangan Pengajaran Tahunan m3 Thn 5
37/46
Learning Area : RELATIONSHIP BETWEEN UNITS OF VOLUME Year5LEARNING OBJECTIVES
Pupils will be taught toSUGGESTED TEACHING AND
LEARNING ACTIVITIESLEARNING OUTCOMES
Pupils will be able toPOINTS TO NOTE VOCABULARY
2 Understand the
relationship between unitsof volume of liquid.
Engage pupils in activities thatwill create an awareness ofrelationship.
Pupils make stories from agiven number sentenceinvolving volume of lquid.
(i) Convert unit of volumesinvolving fractions anddecimals in litres and vice-versa.
(ii) Solve problem involvingvolume of liquid.
Emphasise relationships.
1 = 1 000 m Emphasisementalcalculations.
Emphasise answers inmixed decimals up to 3decimal places.
e.g.
a) 400 m = 0.4 b) 250 m =
1 4
c) 4750 m = 4.75 3
= 4 4
2d) 3 = 3.4
5
= 3400 m = 3 400 m
Include compoundunits.
measurement
relationship
37
MINGGU 32
[5-9/08/2013]
MINGGU 33[ 12-16/8/2013]
CUTI
PERTENGAHAN
SEMESTER
KEDUA
-
7/30/2019 Rancangan Pengajaran Tahunan m3 Thn 5
38/46
Learning Area : OPERATIONS ON VOLUME OF LIQUID Year5LEARNING OBJECTIVES
Pupils will be taught toSUGGESTED TEACHING AND
LEARNING ACTIVITIESLEARNING OUTCOMES
Pupils will be able toPOINTS TO NOTE VOCABULARY
3 Add and subtract unitsof volume.
4 Multiply anddivideunits ofvolume.
Pupils carry out addition up to 3numbers involving mixeddecimals in litres and millitres.
Pupils demonstrate division forunits of volume in theconventional manner.
Pupils construct stories aboutvolume of liquids from givennumber sentences.
(i) Add units of volumeinvolving mixed decimals in
a) litres,
b) mililitres,
c) litres and mililitres.
(ii) Subtract units of volumeinvolving mixed decimals in
a) litres,
b) mililitres,c) litres and mililitres.
(iii) Multiply units ofvolumeinvolvingmixed numberusing:
a) a one-digit number,
b) 10, 100, 1000, involvingconversion of units.
(iv) Divide units of volumeusing
a) up to 2 digit number,
b) 10, 100, 1000, involvingmixed decimals.
Emphasise answersinmixed decimals up to 3decimals places.
e.g:
a) 0.607 + 4.715 =
b) 4.052 + 5 + 1.46 =
c) 642 m + 0.523 +1.2 =
Practice mental calculations.
Give answers in mixeddecimals to 3 decimals
places, e.g. 0.0008 round
off to 0.001 .
Avoid divisionwithremainders.
Make sensible estimations tocheck answers.
measurement
relationship
38
MINGGU 34
[19-23/8/2013]
MINGGU 35
[26-30/8/2013]
-
7/30/2019 Rancangan Pengajaran Tahunan m3 Thn 5
39/46
Learning Area : OPERATIONS ON VOLUME OF LIQUID Year5LEARNING OBJECTIVES
Pupils will be taught toSUGGESTED TEACHING AND
LEARNING ACTIVITIES
LEARNING OUTCOMES
Pupils will be able to
(v) Divide unit ofvolumeusing:
POINTS TO NOTE VOCABULARY
a) a one-digitnumber,
b) 10, 100,1000,
involving conversion ofunits.
(vi) Solve problems involving
computations for volume ofliquids.
39
MINGGU 35
[26-30/8/2013]
-
7/30/2019 Rancangan Pengajaran Tahunan m3 Thn 5
40/46
LEARNING OBJECTIVES
Pupils will be taught toSUGGESTED TEACHING AND
LEARNING ACTIVITIESLEARNING OUTCOMES
Pupils will be able toPOINTS TO NOTE VOCABULARY
1 Find the perimeter ofcomposite 2-D shapes.
Use measuring tapes, rulers orstring to measure the perimeterof event composite shapes.
(i) Measure the perimeter ofthe following composite 2-Dshapes.
a) square and square,
b) rectangle and rectangle,
c) triangle and triangle,
d) square and rectangle,
e) square and triangle,
f) rectangle and triangle.
(ii) Calculate the perimeter ofthe following composite 2-Dshapes. a) squareandsquare,
a) rectangle and rectangle,
b) triangle and triangle,
c) square and rectangle,
d) square and triangle,
e) rectangle and triangle.
(iii) Solve problems involvingperimeters of composite 2-D shapes.
Emphasise using units in cmand m.
e.g.
5 cm
3 cm
4 cm
Emphasise using variouscombination of 2-D shapesto find the perimeter andarea.
shape,
combination,
square
rectangle,
triangle,
area,
calculate
Learning Area : COMPOSITETWO-DIMENSIONAL SHAPES Year5
2 cm
40
MINGGU 36
[2-6/9/2013]
-
7/30/2019 Rancangan Pengajaran Tahunan m3 Thn 5
41/46
Learning Area : COMPOSITETWO-DIMENSIONAL SHAPES Year5LEARNING OBJECTIVES
Pupils will be taught toSUGGESTED TEACHING AND
LEARNING ACTIVITIESLEARNING OUTCOMES
Pupils will be able toPOINTS TO NOTE VOCABULARY
2 Find the area ofcomposite 2-D shapes.
Pupils count the unit squares tofind the area of composite 2-Dshape on the grid paper.
(i) Measure the area of thefollowing composite2-Dshapes.
a) square and square,
b) rectangle and rectangle,
c) square and rectangle,
(ii) Calculate the area of thefollowing composite 2-Dshapes. squareandsquare,
a) rectangle and rectangle,
b) square and rectangle,
(iii) Solve problems involvingareas of composite 2-Dshapes.
The units of area should bein cm and m.
Limit shapes to acombination of two basicshapes.
combination,
square
rectangle,
triangle,
area,
calculate,
2-D shapes.
41
MINGGU 37
[9-13/9/2013]
-
7/30/2019 Rancangan Pengajaran Tahunan m3 Thn 5
42/46
Learning Area : COMPOSITE THREE-DIMENSIONAL SHAPES Year5LEARNING OBJECTIVES
Pupils will be taught toSUGGESTED TEACHING AND
LEARNING ACTIVITIESLEARNING OUTCOMES
Pupils will be able toPOINTS TO NOTE VOCABULARY
1 Find the volumeofcomposite 3-D shapes.
Use any combinations of 3-Dshapes to find the surface areaand volume.
(i) Measure the volume of thefollowing composite 3-Dshapes
a) cube and cube, 4
b) cuboid and cuboid,
c) cube and cuboid.
(ii) Calculate the volume of thecomposite 3-D shapesfollowing
a) cube and cube,
b) cuboid and cuboid,
c) cube and cuboid.
(iii) Solve problems involvingvolume of composite 3-Dshapes.
3 cm
cm A B2 cm
6 cm 8 cm
Volume of cuboid A
= 3 cm 4 cm 6 cmVolume of cuboid B
= 2 cm 4 cm 8 cm
The combined volume ofcubiod A and B
= 72 cm3
+ 64 cm3
= 136 cm3
The units of area should bein cm and m.
shape,
cube, cuboid,
surfacearea,
volume
composite 3-Dshapes
42
MINGGU 38
[16-20/9/2013]
-
7/30/2019 Rancangan Pengajaran Tahunan m3 Thn 5
43/46
Learning Area : AVERAGE Year5LEARNING OBJECTIVES
Pupils will be taughtto
1 Understand and use
the vocabulary related toaverage.
SUGGESTED TEACHING AND
LEARNING ACTIVITIES
Prepare two containers of thesame size with differentvolumes of liquid.
LEARNINGOUTCOMES
Pupils will be able to
(i) Describe the meaning ofaverage.
POINTS TO NOTE VOCABULARY
The formula for average average
Averagecalculate
Equal the volume of liquid fromthe two containers.
(ii) State the average of two orthree quantities. =
total of quantity
number of quantity
quantities
total of
e.g. A B
1
A B2
e.g.
(iii) Determine the formula foraverage.
quantity
numberof
quantities
objects
liquids
volume
1 2
Relate the examples given todetermine the average usingthe formula.
43
MINGGU 39
[23-27/09/2013]
-
7/30/2019 Rancangan Pengajaran Tahunan m3 Thn 5
44/46
Learning Area : AVERAGE Year5LEARNING OBJECTIVES
Pupils will be taught toSUGGESTED TEACHING AND
LEARNING ACTIVITIESLEARNING OUTCOMES
Pupils will be able toPOINTS TO NOTE VOCABULARY
2 Use and applyknowledge of average.
Calculate the average of twonumbers.
Calculate the average of threenumbers.
Pose problems involving reallife situation.
(i) Calculate theaverageusing formula.
(ii) Solve problem in real lifesituation.
Emphasise the calculation ofaverage withoutinvolvingremainders.
Emphasise the calculation ofaverage involving numbers,money, time, length, mass,volume of liquid and quantityof objects and people.
e.g.
Calculate the average 25, 86and 105.
25 + 86 + 105=
216= 72
3 3
remainders
number
money
time
length
mass
volume ofliquid
people
quantity of objects
44
MINGGU 40
[1-4/10/2013
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Name Readingtest
score
MentalArithmetictest score
Adam 10 8
Davin 7 10
May 9 8
frequency
Learning Area : ORGANISING AND INTERPRETING DATA Year5LEARNING OBJECTIVES
Pupils will be taught toSUGGESTED TEACHING AND
LEARNING ACTIVITIESLEARNING OUTCOMES
Pupils will be able toPOINTS TO NOTE VOCABULARY
1 Understand the
vocabulary relating to dataorganisation in graphs.
2 Organise and interpretdata from tables andcharts.
Discuss a bar graph showing thefrequency, mode, range, maximumand minimum value.
e.g.
Number of books read by fivepupils in February
5
4
3
2
1
Adam Shiela Davin Nadia May pupils
Pupils transform data tables to bargraphs.
(i) Recognisefrequency, mode,range, maximinumand minimum valuefrom bar graphs.
(ii) Construct a bargraph from a givenset of data.
(iii) Determine the
frequency, mode,
range, average,maximum andminimum valuefrom a given graph.
Initiate discussion by askingsimple questions. Using the
example in the SuggestedTeaching and LearningActivities column, askquestions that introduce theterms, e.g.
1) How many books didAdam read?(frequency)
2) What is the mostcommon numberofbooks read? (mode)
3) Who read themostbooks? (maximum)
From the data table,
What is the most commonscore? (mode)
Arrange the scores for one ofthe tests in order, thendetermine the maximum and
minimum score. The range isthe difference between thetwo scores.
frequency
moderange
maximum
minimum
data table
score
chart
graph
organise
interpret
MINGGU 41
[7-11/10/2013]
MINGGU 42
[14-18/10/2013]
MINGGU 43
[21-25/10/2013]
PKSR SEMESTER KEDUA
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