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MATHEMATICS YEAR 4
Learning Area 1: NUMBERS TO 100 000
LEARNING OBJECTIVES          SUGGESTED TEACHING                LEARNING OUTCOMES                   POINTS TO NOTE
                                                                                                                                       Year 4
                                                                                                                                       VOCABULARY
Pupils will be taught to…    AND LEARNING ACTIVITIES           Pupils will be able to…
Develop number sense         Use the calculator, abacus         (i) Name and write numbers up      Naming and writing numbers to       number
involving numbers of up to   and/or ruler to explore various        to 100 000.                    include numbers in extended         numerals
100 000.                     aspects of numbers in the                                             notation, for example:
                                                                                                                                       count
                             context of daily life                                                 76 051 = 70000 + 6000 + 0 + 50
                             experiences.                                                                                              place value
                                                                                                              +1
                                                                                                                                       value of the digits
                                                                                                   76 051 = 76 thousands + 5 tens
                                                                                                              + 1 ones                 partition
                                                                                                   76 051 = 7 ten thousands + 6        estimate
                                                                                                              thousands + 5 tens + 1   check
                                                                                                              ones
                                                               (ii) Determine the place value of   Estimate quantities up to           compare
                                                                    the digits in any whole        100 000.                            count in
                                                                    number up to 100 000.
                                                                                                                                       hundreds
                                                                                                                                       ten thousands
                             Compare numbers with the aid      (iii) Compare value of numbers      The number line can be used to      round off to the
                             of a ruler to explain why a             to 100 000.                   model number cardinality. The       nearest
                             particular number has a bigger                                        longer line represents a hgher      tens
                             or smaller value.                                                     number and the shorter line
                                                                                                                                       hundreds
                                                                                                   otherwise.
                                                                                                                                       thousands
                                                               (iv) Round off numbers to the
                                                                    nearest tens, hundreds and
                                                                    thousands.




                                                                           1
Learning Area 2: ADDITION WITH THE HIGHEST TOTAL OF 100 000
LEARNING OBJECTIVES           SUGGESTED TEACHING                 LEARNING OUTCOMES                  POINTS TO NOTE
                                                                                                                                           Year 4
                                                                                                                                           VOCABULARY
Pupils will be taught to…     AND LEARNING ACTIVITIES            Pupils will be able to…
Add numbers to the total of   Pupils add any two to four          (i) Add any two to four numbers   Allow pupils to perform                number sentences
100 000.                      numbers using                           to 100 000.                   estimation either before or after      vertical form
                               • number sentence                                                    addition. Estimating answers
                                                                                                                                           without trading
                                 (horizontal form)                                                  before adding builds confidence
                                                                                                    among pupils, while estimating         trading
                                 47 325 + 895 =                                                     after adding provides a check on       quick calculation
                               • vertical form                                                      operation performed.                   pairs of ten
                                            3 3 4 8 3                                               An example of a quick addition         double numbers
                                            1 8 3 7 9                                               strategy, i.e. pairing of ten, is as
                                                                                                    follows (refer to the addition         estimates
                                     +      2 8 3 5 1                                                                                      range
                                                                                                    example in the Suggested
                                                                                                    Teaching and Learning Activities
                              Expose pupils to quick addition                                       column):
                              strategies, such as, pairing of                                       In the ones place value, add 9
                              ten, doubling, estimation, etc.                                       and 1 to make 10. Then 10 and 3
                              Pupils practice mental addition                                       make 13. Apply this pairs of ten
                              by using the abacus as an                                             strategy where appropriate for
                              addition model.                                                       the rest of the operation.
                              Pupils create stories from given   (ii) Solve addition problems.      The ability to solve addition
                              addition number sentences.                                            problems is to be developed by
                              Pose to pupils problems in all                                        first providing story construction
                              forms, i.e. numerical, simple                                         exercises. Then, provide
                              sentences, tables and pictures.                                       exercises to transform simple
                                                                                                    sentences to number sentences,
                                                                                                    for example:
                                                                                                    “How many is three added to
                                                                                                    five?”
                                                                                                              =3+5
                                                                                                    After pupils are familiar with story
                                                                                                    construction and transformation
                                                                                                    activities, provide word problems
                                                                                                    exercises.



                                                                             2
Learning Area 3: SUBTRACTION WITHIN THE RANGE OF 100 000
LEARNING OBJECTIVES         SUGGESTED TEACHING                  LEARNING OUTCOMES                  POINTS TO NOTE
                                                                                                                                       Year 4
                                                                                                                                       VOCABULARY
Pupils will be taught to…   AND LEARNING ACTIVITIES             Pupils will be able to…
Subtract numbers from a     Pupils subtract one or two           (i) Subtract one or two numbers   Limit problems to the subtraction   number sentence
number less than 100 000.   numbers from a number using              from a bigger number less     of a number from a bigger           vertical form
                            number sentences in the                  than 100 000.                 number.
                                                                                                                                       without trading
                            vertical form.                                                         Include also subtracting
                                                                                                                                       with trading
                            Allow pupils to check answers                                          successively two numbers from a
                            by performing estimations.                                             bigger number.                      quick calculation
                            Expose pupils to quick                                                 Provide the experience of           pair of tens
                            subtraction strategies, such as,                                       performing subtraction by writing   count on
                            estimation, pairing of ten, count                                      number sentences in the             estimates
                            on and count back, etc.                                                horizontal and vertical form.
                                                                                                                                       range
                            Pupils practice mental                                                 Emphasise subtraction as take
                            subtraction by using the abacus                                        away, difference or inverse of
                            as a subtraction model.                                                addition where appropriate.
                                                                                                   Allow pupils to practice mental
                                                                                                   calculation.
                            Pupils create stories from given    (ii) Solve subtraction problems.   Approach problem solving using
                            subtraction number sentences.                                          Polya’s four-step algorithm of
                            Pose to pupils problems in all                                          • Understanding the problem
                            forms, i.e. numerical, simple                                           • Devising a plan
                            sentences, tables and pictures.
                                                                                                    • Implementing the plan
                                                                                                    • Checking the solution




                                                                            3
Learning Area 4: MULTIPLICATION WITH THE HIGHEST PRODUCT OF 100 000
LEARNING OBJECTIVES           SUGGESTED TEACHING                   LEARNING OUTCOMES                   POINTS TO NOTE
                                                                                                                                         Year 4
                                                                                                                                         VOCABULARY
Pupils will be taught to…     AND LEARNING ACTIVITIES              Pupils will be able to…
Multiply any two numbers      Pupils multiply by writing            (i) Multiply three-digit numbers   Multiplication exercises should   times
with the highest product of   number sentences in the                   with                           include:                          multiply
100 000.                      vertical and horizontal form and          o 100,                          • without trading (without       multiplied by
                              model multiplication using the                                              regrouping).
                                                                        o two-digit numbers.                                             multiple of
                              number line or other aids.
                                                                                                         • with trading (with            various
                                                                                                            regrouping).
                              Expose pupils to various             (ii) Multiply four-digit numbers    Limit products to less than       commutative
                              strategies in multiplication, such        with                           100 000.                          associative
                              as, multiples of a number,                o one-digit numbers,           Provide regular exercise of       estimates
                              benchmarking of tens,                                                    recalling basic facts of
                                                                        o 10,
                              hundreds, and so on.                                                     multiplication, followed by
                                                                        o two-digit numbers.
                              Introduce to pupils some                                                 multiplication exercises in the
                              properties of multiplication, for                                        vertical form of multiplication
                              example:                                                                 number sentences.
                              commutative property,                (iii) Multiply two-digit numbers    Names of multiplication
                               90 x 8 = 8 x 90                           with 1 000.                   properties need not be
                                                                                                       introduced.
                              associative property,
                                                                                                       Examples of multiplication
                               (96 +42) +16 = 96 + (42 + 16)
                                                                                                       strategies:
                              Pupils practice mental
                                                                                                       4 385 × 18
                              multiplication by using the
                              abacus as the multiplication                                             = (4 385 × 20) – (4 385 × 2)
                              model.                                                                   lattice multiplication.




                                                                                4
Learning Area 4: MULTIPLICATION WITH THE HIGHEST PRODUCT OF 100 000
LEARNING OBJECTIVES         SUGGESTED TEACHING                LEARNING OUTCOMES           POINTS TO NOTE
                                                                                                                              Year 4
                                                                                                                              VOCABULARY
Pupils will be taught to…   AND LEARNING ACTIVITIES           Pupils will be able to…
                            Pupils create stories from a      (iv) Solve multiplication   Approach problem solving using      times
                            given multiplication number            problems.              Polya’s four-step algorithm of      multiply
                            sentence, for example:                                         • Understanding the problem        multiplied by
                            6500 x 6 = 39 000                                              • Devising a plan                  multiple of
                            “A company printed 6500                                        • Implementing the plan            commutative
                            copies of magazines per week.
                            In 6 weeks 39 000 copies were                                  • Checking the solution            associative
                            printed”.                                                     Make sensible estimations to        estimates
                            Pose to pupils, problems in the                               check products of multiplication.   lattice
                            form of tables, words and                                                                         multiplication
                            pictures.




                                                                           5
Learning Area 5: DIVISION WITH THE HIGHEST DIVIDEND OF 100 000
LEARNING OBJECTIVES         SUGGESTED TEACHING                 LEARNING OUTCOMES                   POINTS TO NOTE
                                                                                                                                        Year 4
                                                                                                                                        VOCABULARY
Pupils will be taught to…   AND LEARNING ACTIVITIES            Pupils will be able to…
Divide a number less than   Model division using the            (i) Divide four-digit numbers by   Exercises should include:            divide
100 000 by a two-digit      number line or other aids and           o one-digit numbers,           Division without trading (without    dividend
number.                     divide using the long division                                         regrouping).
                                                                    o 10, 100 and 1000,                                                 quotient
                            method.
                                                                    o two-digit numbers.            • without remainder,                divisor
                                                                                                    • with remainder.                   remainder
                            Exposed pupils to various          (ii) Divide five-digit numbers by   Division with trading (with          factors
                            strategies in division such as,         o one-digit numbers,           regrouping).                         long division
                            divisibility of a number, divide                                        • without remainder,
                                                                    o 10, 100 and 1000,
                            by 10, 100 and 1000, etc.
                                                                    o two-digit numbers.             • with remainder.
                            Pupils practice mental division
                            by using the abacus as a                                               Provide regular exercise of
                            division model.                                                        recalling basic facts of division,
                                                                                                   followed by the long division
                                                                                                   exercise.
                            Pupils create stories from given   (iii) Solve division problems.      Approach problem solving using
                            division number sentences.                                             Polya’s four-step algorithm of
                            Pose daily problems in the form                                         • Understanding the problem
                            of words, tables and pictorials.                                        • Devising a plan
                                                                                                    • Implementing the plan
                                                                                                    • Checking the solution
                                                                                                   Make sensible estimations to
                                                                                                   check quotients.




                                                                            6
Learning Area 6: MIXED OPERATIONS
LEARNING OBJECTIVES         SUGGESTED TEACHING                 LEARNING OUTCOMES               POINTS TO NOTE
                                                                                                                                    Year 4
                                                                                                                                    VOCABULARY
Pupils will be taught to…   AND LEARNING ACTIVITIES            Pupils will be able to…
Perform mixed operation     Perform mixed operation in the      (i) Perform mixed operations   For mixed operation numerical        mixed operation
involving addition and      form of number sentences                involving addition and     problems involving addition and
subtraction.                (vertical and horizontal) and           subtraction with numbers   subtraction calculate from left to
                            model the operation using the           less than                  right.
                            number line or other aids.              o 100,                     Examples of mixed operation
                            Pupils practice mental                  o 1 000,                   numerical problems
                            computations by using the                                          48 + 62 – 93 =
                                                                    o 10 000.
                            abacus as a computation
                                                                                               597 – 128 + 473 =
                            model.
                                                                                               4825 – 3215 + 1600 =
                                                                                               Avoid problems such as
                                                                                                2–4+8=?

                            Pupils create stories from given   (ii) Solve mixed operation      Approach problem solving using
                            mixed operations number                 problems.                  Polya’s four-step algorithm of
                            sentences.                                                          • Understanding the problem
                            Pose to pupils, daily problems                                      • Devising a plan
                            in the form of words, tables and
                            pictorials.                                                         • Implementing the plan
                                                                                                • Checking the solution
                                                                                               Make sensible estimations to
                                                                                               check solutions.




                                                                           7
Learning Area 1: PROPER FRACTIONS
LEARNING OBJECTIVES           SUGGESTED TEACHING                 LEARNING OUTCOMES                  POINTS TO NOTE
                                                                                                                                            Year 4
                                                                                                                                            VOCABULARY
Pupils will be taught to…     AND LEARNING ACTIVITIES            Pupils will be able to…
Name and write proper         Partition concrete objects or       (i) Name and write proper         Emphasise fraction as:                  proper fraction
fractions with denominators   manipulative materials into             fractions with denominators    • equal size portions of a             numerator
up to 10.                     equal parts and compare parts           up to 10.                        whole,                               denominator
                              to the whole to introduce proper
                              fractions, for example:                                                • equal shares of a whole set.         equivalent
                              Paper                                                                                                         one over two
                                                                                                                                            half
                                                                                                                                            one half
                                                                                                                                            two halves
                                                                                                    The shaded portion of the whole         quarter
                                                                                                    figure is one part out of five. It is   portions
                                                                                                    written in the fraction form as 1 .     compare
                              Partition paper equally by                                                                               5

                              folding.                                                              We say it as “one over five” or
                                                                                                    “one fifth”.
                              Fraction chart/strips and          (ii) Compare the value of two      Relate fractions to quantities
                              Cuisenaire rods                         proper fractions with         such as volume, length and
                                                                      o the same denominators,      mass.
                                                                      o the numerator of 1 and
                                                                          different denominators
                                                                          up to 10.


                              Compare the values of two
                              proper fractions with fraction
                              strips and Cuisenaire rods.




                                                                              8
Learning Area 2: EQUIVALENT FRACTIONS
LEARNING OBJECTIVES            SUGGESTED TEACHING                   LEARNING OUTCOMES                      POINTS TO NOTE
                                                                                                                                                    Year 4
                                                                                                                                                    VOCABULARY
Pupils will be taught to…      AND LEARNING ACTIVITIES              Pupils will be able to…
Express equivalent fractions   Express equivalent fractions          (i) Express and write equivalent      Two fractions of different               proper fraction
for proper fractions.          with the aid of fraction charts or        fractions for proper fractions.   numerator and denominator but            equivalent
                               strips, strings, number lines and                                           with the same value are
                                                                                                                                                    fraction
                               graphics using conventional                                                 equivalent fractions. The
                               technology or ICT.                                                          examples below illustrate the            number line
                                                                                                           idea.
                                                                                                           a)

                                                                                                                        1               2
                                                                                                                        2               4


                                                                                                                                1
                                                                                                           b) 0                 2
                                                                                                                                                1



                                                                                                                    1       2   3   4       5
                                                                                                                0   6       6   6   6       6
                                                                                                                                                1


                                                                                                                1× 2 2
                                                                                                           c)       =
                                                                                                                3× 2 6
                                                                                                           The value of a fraction will not
                                                                                                           change when both the numerator
                                                                                                           and denominator are multiplied
                                                                                                           or divided by the same number.

                               Use number lines, fraction chart     (ii) Express equivalent fractions      A fraction in the simplest form is
                               or strips, suitable graphics and          to its simplest form.             a fraction with its numerator and
                               ICT to express equivalent                                                   denominator not divisible by any
                               fractions in its simplest form.                                             number except 1.




                                                                                  9
Learning Area 3: ADDITION OF FRACTIONS
LEARNING OBJECTIVES           SUGGESTED TEACHING                 LEARNING OUTCOMES                     POINTS TO NOTE
                                                                                                                                             Year 4
                                                                                                                                             VOCABULARY
Pupils will be taught to…     AND LEARNING ACTIVITIES            Pupils will be able to…
Add two proper fractions      Demonstrate addition of proper      (i) Add two proper fractions with    Limit exercises so that the sum       simplest form
with denominators up to 10.   fractions through paper folding         the same denominator up to       of the two proper fractions is less   multiples
                              activity or use fraction charts,        10 to its simplest form          than or equal to 1, for example
                                                                                                                                             fraction chart
                              diagrams and number lines.              o with 1 as the numerator        a)   1
                                                                                                            3
                                                                                                                +1
                                                                                                                 3                           diagram
                                                                           for both fractions,
                                                                                                       b)   1
                                                                                                                +   3                        number line
                                                                      o with different                      4       4
                                                                           numerators.                                                       solve problem
                              Pupils add two proper fractions    (ii) Add two proper fractions with    Examples of addition using
                              by converting one of the                different denominators up to     equivalent fractions are as
                              fractions or both to their              10 to its simplest form          follows:-
                              equivalent form.                        o with 1 as the numerator             1
                                                                                                            8   +   1
                                                                                                                    4
                                                                           for both fractions,
                                                                      o with different                                  ×2
                                                                                                            =1+1
                                                                           numerators.                       8 4
                                                                                                                        ×2
                                                                                                            =1+8
                                                                                                             8
                                                                                                               2


                                                                                                            = 1+ 2
                                                                                                               8

                                                                                                            =   3
                                                                                                                8

                              Pupils create stories from given   (iii) Solve problems involving        Approach problem solving using
                              number sentences involving               addition of proper fractions.   Polya’s four-step algorithm of
                              fractions.                                                                • Understanding the problem
                              Pose to pupils, daily problems                                            • Devising a plan
                              in the form of words, tables and
                              pictorials.                                                               • Implementing the plan
                                                                                                        • Checking the solution




                                                                              10
Learning Area 4: SUBTRACTION OF FRACTIONS
LEARNING OBJECTIVES           SUGGESTED TEACHING                  LEARNING OUTCOMES                     POINTS TO NOTE
                                                                                                                                         Year 4
                                                                                                                                         VOCABULARY
Pupils will be taught to…     AND LEARNING ACTIVITIES             Pupils will be able to…
Subtract proper fractions     Demonstrate subtraction of           (i) Subtract two proper fractions    Examples of subtraction of       simplest form
with denominators up to 10.   proper fractions through paper           with the same denominator        proper fraction are as follows   multiply
                              folding activities or use charts,        up to 10 to its simplest form
                              diagrams and number lines.
                                                                                                        a)   3
                                                                                                             5   −1=
                                                                                                                  5
                                                                                                                          3−1
                                                                                                                           5    =   2
                                                                                                                                    5    fraction chart
                                                                       o with 1 as the numerator
                                                                                                                                         diagram
                                                                           for both fractions,
                                                                                                                                         number line
                                                                       o with different                 b)
                                                                                                             5
                                                                                                             6
                                                                                                                 −1
                                                                                                                  3
                                                                           numerators.                                                   solve problem
                                                                                                                          ×2
                                                                                                             =5−1
                                                                                                              6 3
                                                                                                                          ×2
                                                                                                             =5−6
                                                                                                              6
                                                                                                                2


                                                                                                             =   5− 2
                                                                                                                  6

                                                                                                                     ÷3
                                                                                                             =   3
                                                                                                                 6
                                                                                                                     ÷3
                                                                                                             =   1
                                                                                                                 2

                                                                   (ii) Subtract two proper fractions
                                                                        with different denominators
                                                                        up to 10 to its simplest form
                                                                        o with 1 as the numerator
                                                                            for both fractions,
                                                                        o with different
                                                                            numerators.
                              Pupils create stories from given    (iii) Solve problems involving        Approach problem solving using
                              number sentences involving                subtraction of proper           Polya’s four-step algorithm of
                              fractions.                                fractions.                       • Understanding the problem
                              Pose to pupils, daily problems                                             • Devising a plan
                              in the form of words, tables and
                              pictorials.                                                                • Implementing the plan
                                                                                                         • Checking the solution




                                                                               11
Learning Area 1: DECIMAL NUMBERS
LEARNING OBJECTIVES         SUGGESTED TEACHING                  LEARNING OUTCOMES              POINTS TO NOTE
                                                                                                                                   Year 4
                                                                                                                                   VOCABULARY
Pupils will be taught to…   AND LEARNING ACTIVITIES             Pupils will be able to…
Understand decimal          Teacher introduces the concept       (i) Name and write decimals   Using decimals is another way of    decimals
numbers.                    of decimals using Diene’s                with                      representing values less than 1.    place-value chart
                            blocks, hundred squares, place           o one decimal place,      Decimals are fractions of tenth,    tenth
                            value chart and number line.                                       hundredth and so on.
                                                                     o two decimal places.                                         hundredth
                            Pupils find and present
                            quantities that use decimals in                                                                        hundred squares
                            daily situations, example                                          Diene’s block representing 0.3,     decimal point
                            capacity of milk, water, weight                                    three parts out of 10.
                                                                                                                                   decimal place
                            of sugar/flour/biscuits, oil, and                                  0.3 is read as “three tenths” but   decimal fraction
                            money.                                                             commonly said nominally as
                                                                                               “zero point three”.
                                                                                               7.81 is “seven and eighty-one
                                                                                               hundredth”.
                                                                                               43.69 is “forty-three and sixty-
                                                                                               nine hundredth”.




                                                                                               Hundred squares representing
                                                                                               0.09, nine parts out of 100.
                                                                                               Types of decimals:
                                                                                                 • decimal fraction, e.g. 0.4
                                                                                                 • mixed decimals, e.g. 3.7
                                                                                               State “zero” before a decimal
                                                                                               point where relevant.


                                                                           12
Learning Area 1: DECIMAL NUMBERS
LEARNING OBJECTIVES         SUGGESTED TEACHING             LEARNING OUTCOMES                    POINTS TO NOTE
                                                                                                                                Year 4
                                                                                                                                VOCABULARY
Pupils will be taught to…   AND LEARNING ACTIVITIES        Pupils will be able to…

                            Pupils write digits of given   (ii) Recognise the place value of     Tens   Ones      Tenths        mixed decimal
                            decimal numbers in the place        o tenths,                                             3         convert
                            value chart.
                                                                o hundredths,                   The place value chart showing   tenths
                                                                o tenths and hundredths.        0.3.                            hundredths

                                                           (iii) Convert fraction to decimals
                                                                 of
                                                                 o tenths,
                                                                 o hundredths,
                                                                 o tenths and hundredths,
                                                                 and vice versa




                                                                        13
Learning Area 2: ADDITION OF DECIMAL NUMBERS
LEARNING OBJECTIVES         SUGGESTED TEACHING                 LEARNING OUTCOMES                    POINTS TO NOTE
                                                                                                                                     Year 4
                                                                                                                                     VOCABULARY
Pupils will be taught to…   AND LEARNING ACTIVITIES            Pupils will be able to…
Add decimals up to two      Pupils perform addition of           (i) Add any two to four decimals   Note the place values after a    vertical
decimal places.             decimals through number                  of one decimal place           decimal point.                   mixed decimals
                            sentences and use number                 involving
                                                                                                                                     place value
                            lines to model addition of any           o decimals only,
                            two to four decimal numbers.                                                                             decimal point
                                                                     o whole numbers and
                                                                                                                                     estimates
                                                                          decimals,
                                                                                                                                     range
                                                                     o mixed decimals.
                                                                (ii) Add any two to four decimals
                                                                     of two decimal places
                                                                     involving
                                                                     o decimals only,
                                                                     o whole numbers and
                                                                          decimals,
                                                                     o mixed decimals.
                            Pupils create stories from given   (iii) Solve problems involving       Approach problem solving using
                            number sentences.                        addition of decimal numbers.   Polya’s four-step algorithm of
                            Pose to pupils, daily problems                                           • Understanding the problem
                            in the form of words, tables and                                         • Devising a plan
                            pictorials.
                                                                                                     • Implementing the plan
                                                                                                     • Checking the solution
                                                                                                    Make sensible estimations to
                                                                                                    check solutions.




                                                                           14
Learning Area 3: SUBTRACTION OF DECIMAL NUMBERS
LEARNING OBJECTIVES           SUGGESTED TEACHING                 LEARNING OUTCOMES                     POINTS TO NOTE
                                                                                                                                        Year 4
                                                                                                                                        VOCABULARY
Pupils will be taught to…     AND LEARNING ACTIVITIES            Pupils will be able to…
Subtract decimals up to two   Pupils model subtraction of          (i) Subtract one to two decimals    Note the place values after a    vertical
decimal places.               decimals using number lines              from a decimal of one           decimal point.                   mixed decimals
                              and subtract decimal numbers             decimal place involving
                                                                                                                                        place value
                              through number sentences in              o decimals only,
                              the vertical form.                                                                                        decimal point
                                                                       o mixed decimals,
                                                                                                                                        estimates
                                                                       o whole numbers and
                                                                                                                                        range
                                                                           decimals (mixed
                                                                           decimals).
                                                                  (ii) Subtract one to two decimals
                                                                       of one or two decimal places.
                              Pupils create stories from given   (iii) Solve problems involving        Approach problem solving using
                              number sentences.                        subtraction of decimals.        Polya’s four-step algorithm of
                              Pose to pupils, daily problems                                            • Understanding the problem
                              in the form of words, tables and                                          • Devising a plan
                              pictorials.
                                                                                                        • Implementing the plan
                                                                                                        • Checking the solution
                                                                                                       Make sensible estimations to
                                                                                                       check solutions.




                                                                              15
Learning Area 4: MULTIPLICATION OF DECIMAL NUMBERS
LEARNING OBJECTIVES           SUGGESTED TEACHING                 LEARNING OUTCOMES                    POINTS TO NOTE
                                                                                                                                            Year 4
                                                                                                                                            VOCABULARY
Pupils will be taught to…     AND LEARNING ACTIVITIES            Pupils will be able to…
Multiply decimals up to two   Pupils model multiplication of      (i) Multiply any decimal of one     Provide pupils with exercises of      vertical form
decimal places with a whole   decimals using number lines             decimal place with              performing multiplication of          decimal point
number.                       and multiply decimal numbers            o one-digit number,             decimals by writing in the vertical
                                                                                                                                            estimates
                              using number sentences in the                                           form.
                                                                      o 10, 100 and 1000.                                                   range
                              vertical form.                                                          Note the place values after a
                                                                                                      decimal point.                        decimal place
                                                                  (ii) Multiply any decimals of two
                                                                       decimal places with
                                                                       o one-digit number,
                                                                       o 10, 100 and 1000.
                              Pupils create stories from given   (iii) Solve problems involving       Approach problem solving using
                              number sentences.                        multiplication of decimals.    Polya’s four-step algorithm of
                              Pose to pupils, daily problems                                           • Understanding the problem
                              in the form of words, tables and                                         • Devising a plan
                              pictorials.
                                                                                                       • Implementing the plan
                                                                                                       • Checking the solution
                                                                                                      Make sensible estimations to
                                                                                                      check solutions.




                                                                              16
Learning Area 5: DIVISION OF DECIMAL NUMBERS
LEARNING OBJECTIVES         SUGGESTED TEACHING                 LEARNING OUTCOMES                  POINTS TO NOTE
                                                                                                                                      Year 4
                                                                                                                                      VOCABULARY
Pupils will be taught to…   AND LEARNING ACTIVITIES            Pupils will be able to…
Divide decimals up to two   Pupils model division of            (i) Divide decimals of one        Limit exercises with dividends of   value
decimal places by a whole   decimals using number lines             decimal place by              up to two decimal places only,      long division
number.                     and divide decimal numbers by           o one-digit number,           for example:
                                                                                                                                      divide
                            the long division method.                                                     3 ÷ 2 = 1.5
                                                                    o 10.                                                             dividends
                                                                                                          1.4 ÷ 4 = 0.35
                                                                                                                                      quotient
                                                               (ii) Divide decimals of two                                            division
                                                                    decimal places by one-digit                                       remainder
                                                                    number.
                                                                                                                                      factor
                                                               (iii) Divide decimals by a whole
                                                                     number with the dividend
                                                                     value of up to two decimal
                                                                     places.
                            Pupils create stories from given   (iv) Solve problems involving      Approach problem solving using
                            number sentences.                        division of decimals.        Polya’s four-step algorithm of
                            Pose to pupils, daily problems                                         • Understanding the problem
                            in the form of words, tables and                                       • Devising a plan
                            pictorials.
                                                                                                   • Implementing the plan
                                                                                                   • Checking the solution
                                                                                                  Make sensible estimations to
                                                                                                  check solutions.




                                                                           17
Learning Area 1: MONEY UP TO RM10 000
LEARNING OBJECTIVES          SUGGESTED TEACHING                 LEARNING OUTCOMES                    POINTS TO NOTE
                                                                                                                                        Year 4
                                                                                                                                        VOCABULARY
Pupils will be taught to…    AND LEARNING ACTIVITIES            Pupils will be able to…
1. Understand and use the    Show different combinations of      (i) Read and write the value of                                        RM
vocabulary related to        notes and coins to represent a          money up to RM10 000.                                              sen
money.                       given amount of money.
                                                                                                                                        note
2. Use and apply             Perform basic operations            (i) Add money up to RM10 000.       Perform addition and subtraction   coin
knowledge of money in real   involving money by writing                                              of money by writing number         value
life situation.              number sentences in the                                                 sentences in the vertical form.
                                                                                                                                        total
                             vertical and horizontal form.
                                                                (ii) Subtract money from up to       Limit,                             balance
                                                                     RM10 000.                       a) addition to the highest total   amount
                                                                                                        of RM10 000, and                buy
                                                                                                     b) subtraction within the range    sell
                                                                                                        of RM10 000.
                                                               (iii) Multiply money to the highest
                                                                     product of RM10 000.
                                                               (iv) Divide money with dividend       Exclude division with
                                                                     not more than RM10 000.         remainders.
                             Pupils perform mixed               (v) Perform mixed operation
                             operations involving money by           involving addition and
                             writing number sentences in the         subtraction involving money
                             vertical and horizontal.                up to RM10 000.
                                                               (vi) Round off money to the
                                                                     nearest “ringgit”.
                             Pupils create stories from given (vii) Solve problems involving         Approach problem solving using
                             number sentences.                       money of up to RM10 000         Polya’s four-step algorithm of
                             Pose to pupils, daily problems                                           • Understanding the problem
                             in the form of words, tables and                                         • Devising a plan
                             pictorials.
                                                                                                      • Implementing the plan
                                                                                                      • Checking the solution
                                                                                                     Make sensible estimations to
                                                                                                     check solutions.



                                                                            18
Learning Area 1: READING AND WRITING TIME
LEARNING OBJECTIVES          SUGGESTED TEACHING               LEARNING OUTCOMES                   POINTS TO NOTE
                                                                                                                                       Year 4
                                                                                                                                       VOCABULARY
Pupils will be taught to…    AND LEARNING ACTIVITIES          Pupils will be able to…
Understand, read and write   Teacher introduce how to read     (i) Read time in hours and         The proper way of reading and        ante meridiem
time in hours and minutes.   and write time in hours and           minutes according to the 12-   writing time.                        post meridiem
                             minutes using analog clock and        hours system.
                             digital clock.




                                                                                                  Say, “Nine o’clock in the
                                                                                                  morning” and write, “9:00 a.m.”.


                                                              (ii) Write time in hours and
                                                                   minutes according to the 12-
                                                                   hours system.




                                                                                                  Say, “Nine fifteen in the evening”
                                                                                                  or, “A quarter past nine in the
                                                                                                  evening”, and write, “9:15 p.m.”.




                                                                          19
Learning Area 2: TIME SCHEDULE
LEARNING OBJECTIVES         SUGGESTED TEACHING                 LEARNING OUTCOMES                  POINTS TO NOTE
                                                                                                                                       Year 4
                                                                                                                                       VOCABULARY
Pupils will be taught to…   AND LEARNING ACTIVITIES            Pupils will be able to…
1. Construct a simple       Pupils gather information to        (i) Construct, read and extract   Ante meridiem (a.m.) refers to       schedule
schedule.                   construct a simple schedule, for        information from a simple     the time 12:01 in the morning to     activity
                            example:                                schedule.                     11:59 in the morning.
                                                                                                                                       daily
                             Time              Activities                                         Post meridiem (p.m.) refers to
                                                                                                                                       construct
                             7:45 – 1:00 p.m   school                                             the time 12:00 noon onwards till
                                                                                                  11:59 at night.                      gather information
                             1:00 – 2:00 p.m   lunch
                                                                                                  Provide experiences of               extract information
                             2:00 – 3:30 p.m   extra class
                                                                                                  constructing time-tables involving
                             3:30 – 4:30 p.m   homework                                           daily activities of pupils.
                             5:00 – 6:30 p.m   games/sport
                             6:30 – 8:00 p.m   dinner
                             8:00 – 9:30 p.m   watch tv
                             9:30 p.m          go to bed


2. Read a calendar.         Pupils explore the calendar to      (i) Extract information from a    Emphasise to pupils that a           leap year
                            look for names of the months in         calendar.                     calendar contains the following      January
                            a year.                                                               information;
                                                                                                                                       February
                            Pupils arrange in sequence, the                                        • days in a given month,
                                                                                                                                       March
                            months of a year.                                                      • weeks in a given month,           April
                                                                                                   • day in a given year,              May
                                                                                                   • holidays in a given month,        June
                                                                                                   • festivals in a month.             July
                                                                                                  There are different types of         August
                                                                                                  calendars such as, the Roman,
                                                                                                                                       September
                                                                                                  Hijrah, Lunar (Chinese) and
                                                                                                  Aandu (Tamil) calendars.             October
                                                               (ii) Solve simple real life                                             November
                                                                    problems involving reading                                         December
                                                                    the calendar.
                                                                                                                                       Holiday



                                                                           20
Learning Area 3: RELATIONSHIP BETWEEN UNITS OF TIME
LEARNING OBJECTIVES           SUGGESTED TEACHING                  LEARNING OUTCOMES                   POINTS TO NOTE
                                                                                                                                        Year 4
                                                                                                                                        VOCABULARY
Pupils will be taught to…     AND LEARNING ACTIVITIES             Pupils will be able to…
Understand the relationship   Pupils explore the calendar to       (i) State the relationship         The time relationship between     decade
between units of time.        look for time relationships              between units of time:-        months and days, i.e. 1 month =   convert
                              between years and days.                  o 1 day = 24 hours,            30 days is an approximation.
                                                                                                                                        year
                                                                       o 1 year = 365 / 366 days,     Conversion of units of time
                                                                                                                                        day
                                                                                                      should also include proper
                                                                       o 1 decade =10 years.
                                                                                                      fractions.
                              Pupils convert units of time, for   (ii) Convert
                              example,                                 o years to days, and vice
                               • 2 decades = 20 years                     versa,
                               •   1
                                       decade = 5 years                o decades to years, and
                                   2
                                                                          vice versa,
                               • 4 months =     1
                                                3
                                                    year               o years to months, and
                                                                          vice versa,
                               •   3
                                       day = 18 hours
                                   4                                   o hours to days, and vice
                               •   1
                                       hours = 15 minutes                 versa.
                                   4

                               • 20 years = 2 decades
                               • 36 months = 3 years

                              Pupils convert time, for            (iii) Convert time from
                              example,                                  o hours to minutes, and
                               • 3 hours = 180 minutes                     vice versa,
                               • 2 hours 40 minutes = 160               o hours and minutes to
                                 minutes                                   minutes, and vice versa,
                               • 250 minutes = 4 hours and              o minutes to hours and
                                 10 minutes                                minutes, and vice versa,




                                                                              21
Learning Area 4: BASIC OPERATIONS INVOLVING TIME
LEARNING OBJECTIVES           SUGGESTED TEACHING                LEARNING OUTCOMES                 POINTS TO NOTE
                                                                                                                                        Year 4
                                                                                                                                        VOCABULARY
Pupils will be taught to…     AND LEARNING ACTIVITIES           Pupils will be able to…
Add, subtract, multiply and   Pupils add, subtract, multiply     (i) Add time involving           Practice mental calculation.          hour
divide units of time.         and divide time and convert            conversion of units with     Show calculation through              minute
                              units of time. Units of time           answers in compound units    number sentence in the vertical
                                                                                                                                        add
                              involve minutes, hours, months,        of :                         form.
                              years, and decades.                                                                                       plus
                                                                     o hours and minutes,         Examples of addition and
                                                                                                  subtraction activities:               total
                                                                     o years and months,
                                                                                                   • 30 minutes + 45 minutes            sum
                                                                     o decades and years.
                                                                                                        = 75 minutes                    subtract
                                                                                                        = 1 hour 15 minutes.            minus
                                                                (ii) Subtract time involving       • 15 hours + 17 hours                take away
                                                                     conversion of units with           = 32 hours                      difference
                                                                     answers in compound units
                                                                                                        = 1 day 8 hours.                altogether
                                                                     of :
                                                                     o hours and minutes,          • 22 months – 4 months
                                                                     o years and months,                = 18 months
                                                                     o decades and years.               = 1 year 6 months.
                                                                                                   • 27 years + 2 years
                                                                                                        = 29 years
                                                                                                        = 2 decades 9 years.

                                                                (iii) Multiply time involving     Practice mental multiplication
                                                                      conversion of units with    and division.
                                                                      answers in compound units   Limit multiplicand and divisor to a
                                                                      of :                        single digit and exclude
                                                                      o hours and minutes,        remainders.
                                                                      o years and months,
                                                                      o decades and years.




                                                                            22
Learning Area 4: BASIC OPERATIONS INVOLVING TIME
LEARNING OBJECTIVES         SUGGESTED TEACHING                 LEARNING OUTCOMES                POINTS TO NOTE
                                                                                                                                 Year 4
                                                                                                                                 VOCABULARY
Pupils will be taught to…   AND LEARNING ACTIVITIES            Pupils will be able to…
                                                               (iv) Divide time involving       Examples of multiplication and
                                                                    conversion of units with    division activities:
                                                                    answers in compound units   20 minutes × 4
                                                                    for time duration of :
                                                                                                = 80 mins
                                                                    o hours and minutes,
                                                                                                = 1 hr 20 mins
                                                                    o years and months,
                                                                                                    45
                                                                    o decades and years.        5 225 years

                                                                                                45 yrs = 4 decades 5 yrs.

                            Pupils create stories about time   (v) Solve problems involving     Approach problem solving using
                            from given number sentences            basic operations of time:    Polya’s four-step algorithm of
                            Pose to pupils, daily problems         o hours and minutes,          • Understanding the problem
                            in the form of words, tables and       o years and months,           • Devising a plan
                            pictorials.
                                                                   o decades and years.          • Implementing the plan
                                                                                                 • Checking the solution
                                                                                                Make sensible estimations to
                                                                                                check solutions.




                                                                           23
Learning Area 5: TIME DURATION
LEARNING OBJECTIVES             SUGGESTED TEACHING                  LEARNING OUTCOMES                      POINTS TO NOTE
                                                                                                                                           Year 4
                                                                                                                                           VOCABULARY
Pupils will be taught to…       AND LEARNING ACTIVITIES             Pupils will be able to…
Use and apply knowledge         Pupils extract information from      (i) Read and state the start and      Expose pupils to a variety of   clock
of time to find the duration.   schedules, such as class time-           end of an event from a            schedules.                      analog
                                table, prayer schedule, bus              schedule.
                                                                                                                                           digital display
                                schedule, etc.
                                Pupils model time on a number       (ii) Calculate the duration of an                                      a.m.
                                line to determine the duration of        event from a schedule in                                          p.m.
                                an event, for example                    o minutes,                                                        duration
                                12·30 to 2·00 pm: lunch                  o hours,                                                          schedule
                                       start          end                o hours and minutes within                                        event
                                                                             a day and two
                                                                                                                                           program
                                     12·30    1·00    2·00                   consecutive live days.
                                                                                                                                           start
                                                                                                                                           end
                                         1 hr 30 min                (iii) Calculate the start or the end                                   Period
                                Duration for lunch is 1 hour 30           of an event from a given
                                mins.                                     duration of time and read the
                                                                          start or end of an event.




                                                                                 24
Learning Area 1: MEASURING LENGTH
LEARNING OBJECTIVES         SUGGESTED TEACHING               LEARNING OUTCOMES                     POINTS TO NOTE
                                                                                                                                       Year 4
                                                                                                                                       VOCABULARY
Pupils will be taught to…   AND LEARNING ACTIVITIES          Pupils will be able to…
Measure lengths using       Pupils measure, read and          (i) Read measurement of length       Depth and height are examples       read
standard units.             record lengths of objects. The        using units of milimetre.        of length.                          scale
                            following tools are used to
                                                                                                                                       measure
                            measure lengths:
                             • metre ruler,                  (ii) Write measurement of length      Emphasise that measuring            measuring tape
                             • small ruler,                       to the nearest scales of tenth   should start from the ‘0’ mark of   divisions
                                                                  division for:                    the rule.
                             • measuring tape.                                                                                         length
                                                                  o centimetre,                    Remind pupils that the symbols
                                                                                                                                       width
                                                                  o metre.                         for the units of length are:
                                                                                                                                       height
                                                                                                    • m for metre,
                                                                                                                                       depth
                                                                                                    • cm for centimetre,
                                                                                                                                       compare
                                                                                                    • mm for milimetre.
                                                                                                                                       measurement
                                                             (iii) Measure and record lengths      Measurements are made to the        record
                                                                   of objects using units of       nearest metre, centimetre and       compound
                                                                   o millimetre,                   milimetre.
                                                                   o centimetre and                Include compound units.
                                                                       milimetre,
                                                                   o metre and centimetre.

                                                             (iv) Estimate the lengths of          Encourage pupils to check for
                                                                  objects in                       reasonableness of estimations.
                                                                  o millimetre,
                                                                  o metre and millimetre,
                                                                  o centimetre and
                                                                      millimetre.




                                                                         25
Learning Area 2: RELATIONSHIP BETWEEN UNITS OF LENGTH
LEARNING OBJECTIVES           SUGGESTED TEACHING                LEARNING OUTCOMES                    POINTS TO NOTE
                                                                                                                                       Year 4
                                                                                                                                       VOCABULARY
Pupils will be taught to…     AND LEARNING ACTIVITIES           Pupils will be able to…
Understand the relationship   Pupils construct tables of         (i) State the relationship          Emphasise these units of length   measurement
between units of length.      relationship between units of          between centimetre and          relationships:                    relationship
                              length.                                milimetre.                      1 m = 100 cm
                                                                                                     1 cm = 10 mm
                              Pupils use conversion tables to   (ii) Convert units of length from:   Examples of conversion
                              convert from one unit of length        o milimetres to centimetres     exercises for units of length:
                              to another.                               and vice versa,              200 cm      =2m
                                                                     o compound units to a           2m          = 200 cm
                                                                        single unit.                 5 cm        = 50 mm
                                                                                                     50 mm       = 5 cm
                                                                                                     1 m 50 cm = 150 cm
                                                                                                                 = 1.5 m
                                                                                                     5 m 30 cm = 530 cm
                                                                                                                 = 5.3 m




                                                                            26
Learning Area 3: BASIC OPERATIONS INVOLVING LENGTH
LEARNING OBJECTIVES           SUGGESTED TEACHING                  LEARNING OUTCOMES                     POINTS TO NOTE
                                                                                                                                         Year 4
                                                                                                                                         VOCABULARY
Pupils will be taught to…     AND LEARNING ACTIVITIES             Pupils will be able to…
1. Add and subtract length.   Pupils demonstrate addition          (i) Add units of length, involving   Give answers in mixed decimals   add
                              and subtraction of lengths using         conversion of units in;          to 2 decimal places.             plus
                              number sentences in the                  o millimetre,                                                      total
                              conventional manner.
                                                                       o metre and centimetre,                                           subtract
                                                                       o centimetre and                                                  minus
                                                                          millimetre.
                                                                                                                                         difference
                                                                  (ii) Subtract units of length,                                         altogether
                                                                       involving conversion of units                                     convert
                                                                       in;
                                                                                                                                         mixed decimal
                                                                       o millimetre,
                                                                                                                                         multiply
                                                                       o metre and centimetre
                                                                                                                                         product
                                                                       o centimetre and
                                                                                                                                         divide
                                                                           millimetre
                                                                                                                                         divisor
2. Multiply and divide        Pupils demonstrate                   (i) Multiply units of length,                                         multiplicand
length.                       multiplication and division using        involving conversion of units,                                    estimate
                              number sentences in the                  by;
                                                                                                                                         estimation
                              conventional manner.                     o a one-digit number,
                                                                       o 10, 100, 1000.

                                                                  (ii) Divide units of length,          Limit division exercises to
                                                                       involving conversion of units,   quotients without remainders.
                                                                       by;
                                                                       o a one-digit number;
                                                                       o 10, 100, 1000.




                                                                               27
MATHEMATICS YEAR 4
MATHEMATICS YEAR 4
MATHEMATICS YEAR 4
MATHEMATICS YEAR 4
MATHEMATICS YEAR 4
MATHEMATICS YEAR 4
MATHEMATICS YEAR 4
MATHEMATICS YEAR 4
MATHEMATICS YEAR 4
MATHEMATICS YEAR 4
MATHEMATICS YEAR 4
MATHEMATICS YEAR 4
MATHEMATICS YEAR 4
MATHEMATICS YEAR 4
MATHEMATICS YEAR 4
MATHEMATICS YEAR 4
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MATHEMATICS YEAR 4

  • 2. Learning Area 1: NUMBERS TO 100 000 LEARNING OBJECTIVES SUGGESTED TEACHING LEARNING OUTCOMES POINTS TO NOTE Year 4 VOCABULARY Pupils will be taught to… AND LEARNING ACTIVITIES Pupils will be able to… Develop number sense Use the calculator, abacus (i) Name and write numbers up Naming and writing numbers to number involving numbers of up to and/or ruler to explore various to 100 000. include numbers in extended numerals 100 000. aspects of numbers in the notation, for example: count context of daily life 76 051 = 70000 + 6000 + 0 + 50 experiences. place value +1 value of the digits 76 051 = 76 thousands + 5 tens + 1 ones partition 76 051 = 7 ten thousands + 6 estimate thousands + 5 tens + 1 check ones (ii) Determine the place value of Estimate quantities up to compare the digits in any whole 100 000. count in number up to 100 000. hundreds ten thousands Compare numbers with the aid (iii) Compare value of numbers The number line can be used to round off to the of a ruler to explain why a to 100 000. model number cardinality. The nearest particular number has a bigger longer line represents a hgher tens or smaller value. number and the shorter line hundreds otherwise. thousands (iv) Round off numbers to the nearest tens, hundreds and thousands. 1
  • 3. Learning Area 2: ADDITION WITH THE HIGHEST TOTAL OF 100 000 LEARNING OBJECTIVES SUGGESTED TEACHING LEARNING OUTCOMES POINTS TO NOTE Year 4 VOCABULARY Pupils will be taught to… AND LEARNING ACTIVITIES Pupils will be able to… Add numbers to the total of Pupils add any two to four (i) Add any two to four numbers Allow pupils to perform number sentences 100 000. numbers using to 100 000. estimation either before or after vertical form • number sentence addition. Estimating answers without trading (horizontal form) before adding builds confidence among pupils, while estimating trading 47 325 + 895 = after adding provides a check on quick calculation • vertical form operation performed. pairs of ten 3 3 4 8 3 An example of a quick addition double numbers 1 8 3 7 9 strategy, i.e. pairing of ten, is as follows (refer to the addition estimates + 2 8 3 5 1 range example in the Suggested Teaching and Learning Activities Expose pupils to quick addition column): strategies, such as, pairing of In the ones place value, add 9 ten, doubling, estimation, etc. and 1 to make 10. Then 10 and 3 Pupils practice mental addition make 13. Apply this pairs of ten by using the abacus as an strategy where appropriate for addition model. the rest of the operation. Pupils create stories from given (ii) Solve addition problems. The ability to solve addition addition number sentences. problems is to be developed by Pose to pupils problems in all first providing story construction forms, i.e. numerical, simple exercises. Then, provide sentences, tables and pictures. exercises to transform simple sentences to number sentences, for example: “How many is three added to five?” =3+5 After pupils are familiar with story construction and transformation activities, provide word problems exercises. 2
  • 4. Learning Area 3: SUBTRACTION WITHIN THE RANGE OF 100 000 LEARNING OBJECTIVES SUGGESTED TEACHING LEARNING OUTCOMES POINTS TO NOTE Year 4 VOCABULARY Pupils will be taught to… AND LEARNING ACTIVITIES Pupils will be able to… Subtract numbers from a Pupils subtract one or two (i) Subtract one or two numbers Limit problems to the subtraction number sentence number less than 100 000. numbers from a number using from a bigger number less of a number from a bigger vertical form number sentences in the than 100 000. number. without trading vertical form. Include also subtracting with trading Allow pupils to check answers successively two numbers from a by performing estimations. bigger number. quick calculation Expose pupils to quick Provide the experience of pair of tens subtraction strategies, such as, performing subtraction by writing count on estimation, pairing of ten, count number sentences in the estimates on and count back, etc. horizontal and vertical form. range Pupils practice mental Emphasise subtraction as take subtraction by using the abacus away, difference or inverse of as a subtraction model. addition where appropriate. Allow pupils to practice mental calculation. Pupils create stories from given (ii) Solve subtraction problems. Approach problem solving using subtraction number sentences. Polya’s four-step algorithm of Pose to pupils problems in all • Understanding the problem forms, i.e. numerical, simple • Devising a plan sentences, tables and pictures. • Implementing the plan • Checking the solution 3
  • 5. Learning Area 4: MULTIPLICATION WITH THE HIGHEST PRODUCT OF 100 000 LEARNING OBJECTIVES SUGGESTED TEACHING LEARNING OUTCOMES POINTS TO NOTE Year 4 VOCABULARY Pupils will be taught to… AND LEARNING ACTIVITIES Pupils will be able to… Multiply any two numbers Pupils multiply by writing (i) Multiply three-digit numbers Multiplication exercises should times with the highest product of number sentences in the with include: multiply 100 000. vertical and horizontal form and o 100, • without trading (without multiplied by model multiplication using the regrouping). o two-digit numbers. multiple of number line or other aids. • with trading (with various regrouping). Expose pupils to various (ii) Multiply four-digit numbers Limit products to less than commutative strategies in multiplication, such with 100 000. associative as, multiples of a number, o one-digit numbers, Provide regular exercise of estimates benchmarking of tens, recalling basic facts of o 10, hundreds, and so on. multiplication, followed by o two-digit numbers. Introduce to pupils some multiplication exercises in the properties of multiplication, for vertical form of multiplication example: number sentences. commutative property, (iii) Multiply two-digit numbers Names of multiplication 90 x 8 = 8 x 90 with 1 000. properties need not be introduced. associative property, Examples of multiplication (96 +42) +16 = 96 + (42 + 16) strategies: Pupils practice mental 4 385 × 18 multiplication by using the abacus as the multiplication = (4 385 × 20) – (4 385 × 2) model. lattice multiplication. 4
  • 6. Learning Area 4: MULTIPLICATION WITH THE HIGHEST PRODUCT OF 100 000 LEARNING OBJECTIVES SUGGESTED TEACHING LEARNING OUTCOMES POINTS TO NOTE Year 4 VOCABULARY Pupils will be taught to… AND LEARNING ACTIVITIES Pupils will be able to… Pupils create stories from a (iv) Solve multiplication Approach problem solving using times given multiplication number problems. Polya’s four-step algorithm of multiply sentence, for example: • Understanding the problem multiplied by 6500 x 6 = 39 000 • Devising a plan multiple of “A company printed 6500 • Implementing the plan commutative copies of magazines per week. In 6 weeks 39 000 copies were • Checking the solution associative printed”. Make sensible estimations to estimates Pose to pupils, problems in the check products of multiplication. lattice form of tables, words and multiplication pictures. 5
  • 7. Learning Area 5: DIVISION WITH THE HIGHEST DIVIDEND OF 100 000 LEARNING OBJECTIVES SUGGESTED TEACHING LEARNING OUTCOMES POINTS TO NOTE Year 4 VOCABULARY Pupils will be taught to… AND LEARNING ACTIVITIES Pupils will be able to… Divide a number less than Model division using the (i) Divide four-digit numbers by Exercises should include: divide 100 000 by a two-digit number line or other aids and o one-digit numbers, Division without trading (without dividend number. divide using the long division regrouping). o 10, 100 and 1000, quotient method. o two-digit numbers. • without remainder, divisor • with remainder. remainder Exposed pupils to various (ii) Divide five-digit numbers by Division with trading (with factors strategies in division such as, o one-digit numbers, regrouping). long division divisibility of a number, divide • without remainder, o 10, 100 and 1000, by 10, 100 and 1000, etc. o two-digit numbers. • with remainder. Pupils practice mental division by using the abacus as a Provide regular exercise of division model. recalling basic facts of division, followed by the long division exercise. Pupils create stories from given (iii) Solve division problems. Approach problem solving using division number sentences. Polya’s four-step algorithm of Pose daily problems in the form • Understanding the problem of words, tables and pictorials. • Devising a plan • Implementing the plan • Checking the solution Make sensible estimations to check quotients. 6
  • 8. Learning Area 6: MIXED OPERATIONS LEARNING OBJECTIVES SUGGESTED TEACHING LEARNING OUTCOMES POINTS TO NOTE Year 4 VOCABULARY Pupils will be taught to… AND LEARNING ACTIVITIES Pupils will be able to… Perform mixed operation Perform mixed operation in the (i) Perform mixed operations For mixed operation numerical mixed operation involving addition and form of number sentences involving addition and problems involving addition and subtraction. (vertical and horizontal) and subtraction with numbers subtraction calculate from left to model the operation using the less than right. number line or other aids. o 100, Examples of mixed operation Pupils practice mental o 1 000, numerical problems computations by using the 48 + 62 – 93 = o 10 000. abacus as a computation 597 – 128 + 473 = model. 4825 – 3215 + 1600 = Avoid problems such as 2–4+8=? Pupils create stories from given (ii) Solve mixed operation Approach problem solving using mixed operations number problems. Polya’s four-step algorithm of sentences. • Understanding the problem Pose to pupils, daily problems • Devising a plan in the form of words, tables and pictorials. • Implementing the plan • Checking the solution Make sensible estimations to check solutions. 7
  • 9. Learning Area 1: PROPER FRACTIONS LEARNING OBJECTIVES SUGGESTED TEACHING LEARNING OUTCOMES POINTS TO NOTE Year 4 VOCABULARY Pupils will be taught to… AND LEARNING ACTIVITIES Pupils will be able to… Name and write proper Partition concrete objects or (i) Name and write proper Emphasise fraction as: proper fraction fractions with denominators manipulative materials into fractions with denominators • equal size portions of a numerator up to 10. equal parts and compare parts up to 10. whole, denominator to the whole to introduce proper fractions, for example: • equal shares of a whole set. equivalent Paper one over two half one half two halves The shaded portion of the whole quarter figure is one part out of five. It is portions written in the fraction form as 1 . compare Partition paper equally by 5 folding. We say it as “one over five” or “one fifth”. Fraction chart/strips and (ii) Compare the value of two Relate fractions to quantities Cuisenaire rods proper fractions with such as volume, length and o the same denominators, mass. o the numerator of 1 and different denominators up to 10. Compare the values of two proper fractions with fraction strips and Cuisenaire rods. 8
  • 10. Learning Area 2: EQUIVALENT FRACTIONS LEARNING OBJECTIVES SUGGESTED TEACHING LEARNING OUTCOMES POINTS TO NOTE Year 4 VOCABULARY Pupils will be taught to… AND LEARNING ACTIVITIES Pupils will be able to… Express equivalent fractions Express equivalent fractions (i) Express and write equivalent Two fractions of different proper fraction for proper fractions. with the aid of fraction charts or fractions for proper fractions. numerator and denominator but equivalent strips, strings, number lines and with the same value are fraction graphics using conventional equivalent fractions. The technology or ICT. examples below illustrate the number line idea. a) 1 2 2 4 1 b) 0 2 1 1 2 3 4 5 0 6 6 6 6 6 1 1× 2 2 c) = 3× 2 6 The value of a fraction will not change when both the numerator and denominator are multiplied or divided by the same number. Use number lines, fraction chart (ii) Express equivalent fractions A fraction in the simplest form is or strips, suitable graphics and to its simplest form. a fraction with its numerator and ICT to express equivalent denominator not divisible by any fractions in its simplest form. number except 1. 9
  • 11. Learning Area 3: ADDITION OF FRACTIONS LEARNING OBJECTIVES SUGGESTED TEACHING LEARNING OUTCOMES POINTS TO NOTE Year 4 VOCABULARY Pupils will be taught to… AND LEARNING ACTIVITIES Pupils will be able to… Add two proper fractions Demonstrate addition of proper (i) Add two proper fractions with Limit exercises so that the sum simplest form with denominators up to 10. fractions through paper folding the same denominator up to of the two proper fractions is less multiples activity or use fraction charts, 10 to its simplest form than or equal to 1, for example fraction chart diagrams and number lines. o with 1 as the numerator a) 1 3 +1 3 diagram for both fractions, b) 1 + 3 number line o with different 4 4 numerators. solve problem Pupils add two proper fractions (ii) Add two proper fractions with Examples of addition using by converting one of the different denominators up to equivalent fractions are as fractions or both to their 10 to its simplest form follows:- equivalent form. o with 1 as the numerator 1 8 + 1 4 for both fractions, o with different ×2 =1+1 numerators. 8 4 ×2 =1+8 8 2 = 1+ 2 8 = 3 8 Pupils create stories from given (iii) Solve problems involving Approach problem solving using number sentences involving addition of proper fractions. Polya’s four-step algorithm of fractions. • Understanding the problem Pose to pupils, daily problems • Devising a plan in the form of words, tables and pictorials. • Implementing the plan • Checking the solution 10
  • 12. Learning Area 4: SUBTRACTION OF FRACTIONS LEARNING OBJECTIVES SUGGESTED TEACHING LEARNING OUTCOMES POINTS TO NOTE Year 4 VOCABULARY Pupils will be taught to… AND LEARNING ACTIVITIES Pupils will be able to… Subtract proper fractions Demonstrate subtraction of (i) Subtract two proper fractions Examples of subtraction of simplest form with denominators up to 10. proper fractions through paper with the same denominator proper fraction are as follows multiply folding activities or use charts, up to 10 to its simplest form diagrams and number lines. a) 3 5 −1= 5 3−1 5 = 2 5 fraction chart o with 1 as the numerator diagram for both fractions, number line o with different b) 5 6 −1 3 numerators. solve problem ×2 =5−1 6 3 ×2 =5−6 6 2 = 5− 2 6 ÷3 = 3 6 ÷3 = 1 2 (ii) Subtract two proper fractions with different denominators up to 10 to its simplest form o with 1 as the numerator for both fractions, o with different numerators. Pupils create stories from given (iii) Solve problems involving Approach problem solving using number sentences involving subtraction of proper Polya’s four-step algorithm of fractions. fractions. • Understanding the problem Pose to pupils, daily problems • Devising a plan in the form of words, tables and pictorials. • Implementing the plan • Checking the solution 11
  • 13. Learning Area 1: DECIMAL NUMBERS LEARNING OBJECTIVES SUGGESTED TEACHING LEARNING OUTCOMES POINTS TO NOTE Year 4 VOCABULARY Pupils will be taught to… AND LEARNING ACTIVITIES Pupils will be able to… Understand decimal Teacher introduces the concept (i) Name and write decimals Using decimals is another way of decimals numbers. of decimals using Diene’s with representing values less than 1. place-value chart blocks, hundred squares, place o one decimal place, Decimals are fractions of tenth, tenth value chart and number line. hundredth and so on. o two decimal places. hundredth Pupils find and present quantities that use decimals in hundred squares daily situations, example Diene’s block representing 0.3, decimal point capacity of milk, water, weight three parts out of 10. decimal place of sugar/flour/biscuits, oil, and 0.3 is read as “three tenths” but decimal fraction money. commonly said nominally as “zero point three”. 7.81 is “seven and eighty-one hundredth”. 43.69 is “forty-three and sixty- nine hundredth”. Hundred squares representing 0.09, nine parts out of 100. Types of decimals: • decimal fraction, e.g. 0.4 • mixed decimals, e.g. 3.7 State “zero” before a decimal point where relevant. 12
  • 14. Learning Area 1: DECIMAL NUMBERS LEARNING OBJECTIVES SUGGESTED TEACHING LEARNING OUTCOMES POINTS TO NOTE Year 4 VOCABULARY Pupils will be taught to… AND LEARNING ACTIVITIES Pupils will be able to… Pupils write digits of given (ii) Recognise the place value of Tens Ones Tenths mixed decimal decimal numbers in the place o tenths, 3 convert value chart. o hundredths, The place value chart showing tenths o tenths and hundredths. 0.3. hundredths (iii) Convert fraction to decimals of o tenths, o hundredths, o tenths and hundredths, and vice versa 13
  • 15. Learning Area 2: ADDITION OF DECIMAL NUMBERS LEARNING OBJECTIVES SUGGESTED TEACHING LEARNING OUTCOMES POINTS TO NOTE Year 4 VOCABULARY Pupils will be taught to… AND LEARNING ACTIVITIES Pupils will be able to… Add decimals up to two Pupils perform addition of (i) Add any two to four decimals Note the place values after a vertical decimal places. decimals through number of one decimal place decimal point. mixed decimals sentences and use number involving place value lines to model addition of any o decimals only, two to four decimal numbers. decimal point o whole numbers and estimates decimals, range o mixed decimals. (ii) Add any two to four decimals of two decimal places involving o decimals only, o whole numbers and decimals, o mixed decimals. Pupils create stories from given (iii) Solve problems involving Approach problem solving using number sentences. addition of decimal numbers. Polya’s four-step algorithm of Pose to pupils, daily problems • Understanding the problem in the form of words, tables and • Devising a plan pictorials. • Implementing the plan • Checking the solution Make sensible estimations to check solutions. 14
  • 16. Learning Area 3: SUBTRACTION OF DECIMAL NUMBERS LEARNING OBJECTIVES SUGGESTED TEACHING LEARNING OUTCOMES POINTS TO NOTE Year 4 VOCABULARY Pupils will be taught to… AND LEARNING ACTIVITIES Pupils will be able to… Subtract decimals up to two Pupils model subtraction of (i) Subtract one to two decimals Note the place values after a vertical decimal places. decimals using number lines from a decimal of one decimal point. mixed decimals and subtract decimal numbers decimal place involving place value through number sentences in o decimals only, the vertical form. decimal point o mixed decimals, estimates o whole numbers and range decimals (mixed decimals). (ii) Subtract one to two decimals of one or two decimal places. Pupils create stories from given (iii) Solve problems involving Approach problem solving using number sentences. subtraction of decimals. Polya’s four-step algorithm of Pose to pupils, daily problems • Understanding the problem in the form of words, tables and • Devising a plan pictorials. • Implementing the plan • Checking the solution Make sensible estimations to check solutions. 15
  • 17. Learning Area 4: MULTIPLICATION OF DECIMAL NUMBERS LEARNING OBJECTIVES SUGGESTED TEACHING LEARNING OUTCOMES POINTS TO NOTE Year 4 VOCABULARY Pupils will be taught to… AND LEARNING ACTIVITIES Pupils will be able to… Multiply decimals up to two Pupils model multiplication of (i) Multiply any decimal of one Provide pupils with exercises of vertical form decimal places with a whole decimals using number lines decimal place with performing multiplication of decimal point number. and multiply decimal numbers o one-digit number, decimals by writing in the vertical estimates using number sentences in the form. o 10, 100 and 1000. range vertical form. Note the place values after a decimal point. decimal place (ii) Multiply any decimals of two decimal places with o one-digit number, o 10, 100 and 1000. Pupils create stories from given (iii) Solve problems involving Approach problem solving using number sentences. multiplication of decimals. Polya’s four-step algorithm of Pose to pupils, daily problems • Understanding the problem in the form of words, tables and • Devising a plan pictorials. • Implementing the plan • Checking the solution Make sensible estimations to check solutions. 16
  • 18. Learning Area 5: DIVISION OF DECIMAL NUMBERS LEARNING OBJECTIVES SUGGESTED TEACHING LEARNING OUTCOMES POINTS TO NOTE Year 4 VOCABULARY Pupils will be taught to… AND LEARNING ACTIVITIES Pupils will be able to… Divide decimals up to two Pupils model division of (i) Divide decimals of one Limit exercises with dividends of value decimal places by a whole decimals using number lines decimal place by up to two decimal places only, long division number. and divide decimal numbers by o one-digit number, for example: divide the long division method. 3 ÷ 2 = 1.5 o 10. dividends 1.4 ÷ 4 = 0.35 quotient (ii) Divide decimals of two division decimal places by one-digit remainder number. factor (iii) Divide decimals by a whole number with the dividend value of up to two decimal places. Pupils create stories from given (iv) Solve problems involving Approach problem solving using number sentences. division of decimals. Polya’s four-step algorithm of Pose to pupils, daily problems • Understanding the problem in the form of words, tables and • Devising a plan pictorials. • Implementing the plan • Checking the solution Make sensible estimations to check solutions. 17
  • 19. Learning Area 1: MONEY UP TO RM10 000 LEARNING OBJECTIVES SUGGESTED TEACHING LEARNING OUTCOMES POINTS TO NOTE Year 4 VOCABULARY Pupils will be taught to… AND LEARNING ACTIVITIES Pupils will be able to… 1. Understand and use the Show different combinations of (i) Read and write the value of RM vocabulary related to notes and coins to represent a money up to RM10 000. sen money. given amount of money. note 2. Use and apply Perform basic operations (i) Add money up to RM10 000. Perform addition and subtraction coin knowledge of money in real involving money by writing of money by writing number value life situation. number sentences in the sentences in the vertical form. total vertical and horizontal form. (ii) Subtract money from up to Limit, balance RM10 000. a) addition to the highest total amount of RM10 000, and buy b) subtraction within the range sell of RM10 000. (iii) Multiply money to the highest product of RM10 000. (iv) Divide money with dividend Exclude division with not more than RM10 000. remainders. Pupils perform mixed (v) Perform mixed operation operations involving money by involving addition and writing number sentences in the subtraction involving money vertical and horizontal. up to RM10 000. (vi) Round off money to the nearest “ringgit”. Pupils create stories from given (vii) Solve problems involving Approach problem solving using number sentences. money of up to RM10 000 Polya’s four-step algorithm of Pose to pupils, daily problems • Understanding the problem in the form of words, tables and • Devising a plan pictorials. • Implementing the plan • Checking the solution Make sensible estimations to check solutions. 18
  • 20. Learning Area 1: READING AND WRITING TIME LEARNING OBJECTIVES SUGGESTED TEACHING LEARNING OUTCOMES POINTS TO NOTE Year 4 VOCABULARY Pupils will be taught to… AND LEARNING ACTIVITIES Pupils will be able to… Understand, read and write Teacher introduce how to read (i) Read time in hours and The proper way of reading and ante meridiem time in hours and minutes. and write time in hours and minutes according to the 12- writing time. post meridiem minutes using analog clock and hours system. digital clock. Say, “Nine o’clock in the morning” and write, “9:00 a.m.”. (ii) Write time in hours and minutes according to the 12- hours system. Say, “Nine fifteen in the evening” or, “A quarter past nine in the evening”, and write, “9:15 p.m.”. 19
  • 21. Learning Area 2: TIME SCHEDULE LEARNING OBJECTIVES SUGGESTED TEACHING LEARNING OUTCOMES POINTS TO NOTE Year 4 VOCABULARY Pupils will be taught to… AND LEARNING ACTIVITIES Pupils will be able to… 1. Construct a simple Pupils gather information to (i) Construct, read and extract Ante meridiem (a.m.) refers to schedule schedule. construct a simple schedule, for information from a simple the time 12:01 in the morning to activity example: schedule. 11:59 in the morning. daily Time Activities Post meridiem (p.m.) refers to construct 7:45 – 1:00 p.m school the time 12:00 noon onwards till 11:59 at night. gather information 1:00 – 2:00 p.m lunch Provide experiences of extract information 2:00 – 3:30 p.m extra class constructing time-tables involving 3:30 – 4:30 p.m homework daily activities of pupils. 5:00 – 6:30 p.m games/sport 6:30 – 8:00 p.m dinner 8:00 – 9:30 p.m watch tv 9:30 p.m go to bed 2. Read a calendar. Pupils explore the calendar to (i) Extract information from a Emphasise to pupils that a leap year look for names of the months in calendar. calendar contains the following January a year. information; February Pupils arrange in sequence, the • days in a given month, March months of a year. • weeks in a given month, April • day in a given year, May • holidays in a given month, June • festivals in a month. July There are different types of August calendars such as, the Roman, September Hijrah, Lunar (Chinese) and Aandu (Tamil) calendars. October (ii) Solve simple real life November problems involving reading December the calendar. Holiday 20
  • 22. Learning Area 3: RELATIONSHIP BETWEEN UNITS OF TIME LEARNING OBJECTIVES SUGGESTED TEACHING LEARNING OUTCOMES POINTS TO NOTE Year 4 VOCABULARY Pupils will be taught to… AND LEARNING ACTIVITIES Pupils will be able to… Understand the relationship Pupils explore the calendar to (i) State the relationship The time relationship between decade between units of time. look for time relationships between units of time:- months and days, i.e. 1 month = convert between years and days. o 1 day = 24 hours, 30 days is an approximation. year o 1 year = 365 / 366 days, Conversion of units of time day should also include proper o 1 decade =10 years. fractions. Pupils convert units of time, for (ii) Convert example, o years to days, and vice • 2 decades = 20 years versa, • 1 decade = 5 years o decades to years, and 2 vice versa, • 4 months = 1 3 year o years to months, and vice versa, • 3 day = 18 hours 4 o hours to days, and vice • 1 hours = 15 minutes versa. 4 • 20 years = 2 decades • 36 months = 3 years Pupils convert time, for (iii) Convert time from example, o hours to minutes, and • 3 hours = 180 minutes vice versa, • 2 hours 40 minutes = 160 o hours and minutes to minutes minutes, and vice versa, • 250 minutes = 4 hours and o minutes to hours and 10 minutes minutes, and vice versa, 21
  • 23. Learning Area 4: BASIC OPERATIONS INVOLVING TIME LEARNING OBJECTIVES SUGGESTED TEACHING LEARNING OUTCOMES POINTS TO NOTE Year 4 VOCABULARY Pupils will be taught to… AND LEARNING ACTIVITIES Pupils will be able to… Add, subtract, multiply and Pupils add, subtract, multiply (i) Add time involving Practice mental calculation. hour divide units of time. and divide time and convert conversion of units with Show calculation through minute units of time. Units of time answers in compound units number sentence in the vertical add involve minutes, hours, months, of : form. years, and decades. plus o hours and minutes, Examples of addition and subtraction activities: total o years and months, • 30 minutes + 45 minutes sum o decades and years. = 75 minutes subtract = 1 hour 15 minutes. minus (ii) Subtract time involving • 15 hours + 17 hours take away conversion of units with = 32 hours difference answers in compound units = 1 day 8 hours. altogether of : o hours and minutes, • 22 months – 4 months o years and months, = 18 months o decades and years. = 1 year 6 months. • 27 years + 2 years = 29 years = 2 decades 9 years. (iii) Multiply time involving Practice mental multiplication conversion of units with and division. answers in compound units Limit multiplicand and divisor to a of : single digit and exclude o hours and minutes, remainders. o years and months, o decades and years. 22
  • 24. Learning Area 4: BASIC OPERATIONS INVOLVING TIME LEARNING OBJECTIVES SUGGESTED TEACHING LEARNING OUTCOMES POINTS TO NOTE Year 4 VOCABULARY Pupils will be taught to… AND LEARNING ACTIVITIES Pupils will be able to… (iv) Divide time involving Examples of multiplication and conversion of units with division activities: answers in compound units 20 minutes × 4 for time duration of : = 80 mins o hours and minutes, = 1 hr 20 mins o years and months, 45 o decades and years. 5 225 years 45 yrs = 4 decades 5 yrs. Pupils create stories about time (v) Solve problems involving Approach problem solving using from given number sentences basic operations of time: Polya’s four-step algorithm of Pose to pupils, daily problems o hours and minutes, • Understanding the problem in the form of words, tables and o years and months, • Devising a plan pictorials. o decades and years. • Implementing the plan • Checking the solution Make sensible estimations to check solutions. 23
  • 25. Learning Area 5: TIME DURATION LEARNING OBJECTIVES SUGGESTED TEACHING LEARNING OUTCOMES POINTS TO NOTE Year 4 VOCABULARY Pupils will be taught to… AND LEARNING ACTIVITIES Pupils will be able to… Use and apply knowledge Pupils extract information from (i) Read and state the start and Expose pupils to a variety of clock of time to find the duration. schedules, such as class time- end of an event from a schedules. analog table, prayer schedule, bus schedule. digital display schedule, etc. Pupils model time on a number (ii) Calculate the duration of an a.m. line to determine the duration of event from a schedule in p.m. an event, for example o minutes, duration 12·30 to 2·00 pm: lunch o hours, schedule start end o hours and minutes within event a day and two program 12·30 1·00 2·00 consecutive live days. start end 1 hr 30 min (iii) Calculate the start or the end Period Duration for lunch is 1 hour 30 of an event from a given mins. duration of time and read the start or end of an event. 24
  • 26. Learning Area 1: MEASURING LENGTH LEARNING OBJECTIVES SUGGESTED TEACHING LEARNING OUTCOMES POINTS TO NOTE Year 4 VOCABULARY Pupils will be taught to… AND LEARNING ACTIVITIES Pupils will be able to… Measure lengths using Pupils measure, read and (i) Read measurement of length Depth and height are examples read standard units. record lengths of objects. The using units of milimetre. of length. scale following tools are used to measure measure lengths: • metre ruler, (ii) Write measurement of length Emphasise that measuring measuring tape • small ruler, to the nearest scales of tenth should start from the ‘0’ mark of divisions division for: the rule. • measuring tape. length o centimetre, Remind pupils that the symbols width o metre. for the units of length are: height • m for metre, depth • cm for centimetre, compare • mm for milimetre. measurement (iii) Measure and record lengths Measurements are made to the record of objects using units of nearest metre, centimetre and compound o millimetre, milimetre. o centimetre and Include compound units. milimetre, o metre and centimetre. (iv) Estimate the lengths of Encourage pupils to check for objects in reasonableness of estimations. o millimetre, o metre and millimetre, o centimetre and millimetre. 25
  • 27. Learning Area 2: RELATIONSHIP BETWEEN UNITS OF LENGTH LEARNING OBJECTIVES SUGGESTED TEACHING LEARNING OUTCOMES POINTS TO NOTE Year 4 VOCABULARY Pupils will be taught to… AND LEARNING ACTIVITIES Pupils will be able to… Understand the relationship Pupils construct tables of (i) State the relationship Emphasise these units of length measurement between units of length. relationship between units of between centimetre and relationships: relationship length. milimetre. 1 m = 100 cm 1 cm = 10 mm Pupils use conversion tables to (ii) Convert units of length from: Examples of conversion convert from one unit of length o milimetres to centimetres exercises for units of length: to another. and vice versa, 200 cm =2m o compound units to a 2m = 200 cm single unit. 5 cm = 50 mm 50 mm = 5 cm 1 m 50 cm = 150 cm = 1.5 m 5 m 30 cm = 530 cm = 5.3 m 26
  • 28. Learning Area 3: BASIC OPERATIONS INVOLVING LENGTH LEARNING OBJECTIVES SUGGESTED TEACHING LEARNING OUTCOMES POINTS TO NOTE Year 4 VOCABULARY Pupils will be taught to… AND LEARNING ACTIVITIES Pupils will be able to… 1. Add and subtract length. Pupils demonstrate addition (i) Add units of length, involving Give answers in mixed decimals add and subtraction of lengths using conversion of units in; to 2 decimal places. plus number sentences in the o millimetre, total conventional manner. o metre and centimetre, subtract o centimetre and minus millimetre. difference (ii) Subtract units of length, altogether involving conversion of units convert in; mixed decimal o millimetre, multiply o metre and centimetre product o centimetre and divide millimetre divisor 2. Multiply and divide Pupils demonstrate (i) Multiply units of length, multiplicand length. multiplication and division using involving conversion of units, estimate number sentences in the by; estimation conventional manner. o a one-digit number, o 10, 100, 1000. (ii) Divide units of length, Limit division exercises to involving conversion of units, quotients without remainders. by; o a one-digit number; o 10, 100, 1000. 27