RUKUN NEGARA
Bahawasanya Negara Kita Malaysia

mendukung cita-cita hendak:

Mencapai perpaduan yang lebih erat dalam kalangan
seluruh masyarakatnya;

Memelihara satu cara hidup demokrasi;

Mencipta satu masyarakat yang adil di mana kemakmuran negara
akan dapat dinikmati bersama secara adil dan saksama;

Menjamin satu cara yang liberal terhadap
tradisi-tradisi kebudayaannya yang kaya dan pelbagai corak;

Membina satu masyarakat progresif yang akan menggunakan
sains dan teknologi moden.

MAKA KAMI, rakyat Malaysia,
berikrar akan menumpukan

seluruh tenaga dan usaha kami untuk mencapai cita-cita tersebut
berdasarkan prinsip-prinsip yang berikut:

KEPERCAYAAN KEPADA TUHAN
KESETIAAN KEPADA RAJA DAN NEGARA

KELUHURAN PERLEMBAGAAN
KEDAULATAN UNDANG-UNDANG
KESOPANAN DAN KESUSILAAN

(Sumber: Jabatan Penerangan, Kementerian Komunikasi dan Multimedia Malaysia)

RUKUN NEGARA.indd   1 4/10/16   8:55 PG
Dewan Bahasa dan Pustaka
Kuala Lumpur

2018

Writers
Marzita binti Puteh

Chan Yook Lean
Gobi a/l Krishnan

Illustrator
Wong Chi Ming

Editors
 Asmahanim binti Ab Rahman

Nor Azita binti Umar
Nurul Shaheza binti Zamri

Graphic Designers
Aini binti Abd. Hamid

Awaludin bin Mohd Arof

YEAR
PART 2

3

Translator
Norehan binti Mohamed Shaharoun

STANDARD-BASED CURRICULUM FOR PRIMARY SCHOOL (REVISED 2017)
DUAL LANGUAGE PROGRAMME
KEMENTERIAN
PENDIDIKAN
MALAYSIA

Serial No: 0035 acknowledgements

The Ministry of Education would like to
express its appreciation for the contributions
made by the following:

• The Panel of Evaluators,
 Textbook Division,
 Ministry of Education.

• Officers of the Textbook Division and
Curriculum Development Division,

Ministry of Education.

• The Panel of Evaluators,
 Dewan Bahasa dan Pustaka.

• Officers of the English Language
Teaching Centre (ELTC),

Teacher Education Division,
 Ministry of Education.

• Bank Negara Malaysia.

• SK Taman Tun Dr. Ismail 1,
 Kuala Lumpur.

• SK Pengkalan Rinting, Johor.

• All parties involved in the process of

publishing this book.

KK 513-221-0102021-49-2218-20101
ISBN 978-983-49-2218-4

First Printing 2018
© Ministry of Education Malaysia 2018

All Rights Reserved. No parts of this publication
may be reproduced or transmitted in any form
or by any means, electronic or mechanical,
including photocopying, recording or any
information storage and retrieval system
without permission in writing from the Director
General of Education, Ministry of Education
Malaysia. Negotiation is subject to the
calculation of royalty or honorarium.

Published for the Ministry of Education Malaysia
by:
Dewan Bahasa dan Pustaka,
Jalan Dewan Bahasa,
50460 Kuala Lumpur.
Telephone: 03-21479000 (8 hunting lines)
Facsimile: 03-21479643
Website: http://www.dbp.gov.my

Design and Typeset:
Dewan Bahasa dan Pustaka

Text Typeface: Azim
Text Size: 16 point

Printed by:
Ultimate Print Sdn. Bhd.,
Lot 2, Jalan Sepana 15/3,
Off Persiaran Selangor,
Seksyen 15,
40200 Shah Alam,
Selangor.
Saiz sebenar

iii

6

5
TIME 25
SAY AND RECORD TIME  26
RECOGNISE CALENDAR 28
RELATIONSHIP IN TIME 30
MIND CHALLENGE                                                                               3 1
FUN PROJECT 33
ADDITION OF TIME 34
SUBTRACTION OF TIME 36
ADDITION AND SUBTRACTION OF TIME 38
MULTIPLICATION OF TIME 40
DIVISION OF TIME 42
CREATE STORIES 44
SOLVE THE PROBLEMS 45
FUN TIME 48

LENGTH, MASS, AND VOLUME OF LIQUID 49
CONVERT UNITS OF LENGTH 50
ADDITION OF LENGTH 52
SUBTRACTION OF LENGTH 54
MULTIPLICATION OF LENGTH 56
DIVISION OF LENGTH 58
CONVERT UNITS OF MASS 60
ADDITION OF MASS 62
SUBTRACTION OF MASS 64
MIND CHALLENGE 65

CONTENTS

MONEY 1
ADDITION OF MONEY  2
SUBTRACTION OF MONEY 4
MIND CHALLENGE                                                          5
ADDITION AND SUBTRACTION OF MONEY 7
MULTIPLICATION OF MONEY 9
DIVISION OF MONEY                                                                          1 1
MIND CHALLENGE                                                                            1 3
RECOGNISE CURRENCIES                           1 4
VALUE OF CURRENCIES                                                                   1 6
MONEY LITERACY                                                                              1 7
FUN PROJECT                                                                                19
CREATE STORIES 20
SOLVE THE PROBLEMS                                                                        2 1
FUN TIME 24

1
4
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iv

9

8

7

MULTIPLICATION OF MASS 66
MIND CHALLENGE                                                                               67
DIVISION OF MASS  68
CONVERT UNITS OF VOLUME OF LIQUID 70
ADDITION OF VOLUME OF LIQUID 72
MIND CHALLENGE                                                                               72
SUBTRACTION OF VOLUME OF LIQUID 74
MULTIPLICATION OF VOLUME OF LIQUID 76
DIVISION OF VOLUME OF LIQUID 78
MIND CHALLENGE 79
CREATE STORIES 80
SOLVE THE PROBLEMS                                                                         8 1
FUN PROJECT 83
FUN TIME  84

SHAPES 85
RECOGNISE PRISMS AND NON-PRISMS 85
FUN PROJECT 88
MIND CHALLENGE  88
RECOGNISE REGULAR POLYGONS 89
MIND CHALLENGE  90
CREATE PATTERNS                                                                                91
AXIS OF SYMMETRY  92
FUN PROJECT  93
SOLVE THE PROBLEMS  94
FUN TIME 96

LOCATION 97
RECOGNISE LOCATION                                                                   97
DETERMINE LOCATION                                                                      101
MIND CHALLENGE  102
SOLVE THE PROBLEMS 103
FUN TIME 106

DATA 107
COLLECT, CLASSIFY, AND SORT DATA                                              107
RECOGNISE PIE CHART                                                                    109
RELATIONSHIP BETWEEN PICTOGRAPH,
BAR CHART, AND PIE CHART                                                        1 10
SOLVE THE PROBLEMS                                                                       1 1 3
FUN TIME                                                                                1 16
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1
TEA

CHER’S
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NOT
ES

NOT
ES 4.1

4.2
4.7

I’m depositing
another RM250.

I want to invest
RM5 000 for my

child’s education.

Grandmother, I want to
save RM100. I want to give
another RM50 to the poor.

I saved RM200
before. Wow! I have
more money now.

•  Ask pupils to talk about the pictures above. Relate money to daily life.
• Instil values of being thrifty for savings and future investments.

MONEY
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1

4.1.1
4.1.2

1

ADDITION OF MONEY

Calculate the total cost of
and       .

What is the total cost of the three items?

The total cost of                and      is  RM486 .

a

b

RM361 + RM125 =

RM361 + RM125 + RM79 =

RM361 + RM125 =   RM486

RM 3 6 1
+ RM 1 2 5

RM 4 8 6

1   1
   RM 3 6 1
   RM 1 2 5
+ RM    7 9

RM 5 6 5

1   1
   RM 4 8 6
+ RM    7 9

RM 5 6 5

RM 3 6 1
+ RM 1 2 5

RM 4 8 6

Compare the two methods.
Which one is easier? Discuss.

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• Carry out buying and selling activities in the classroom using play money.
• Emphasise that adding money values is similar to adding whole numbers.

No.

1.

2.

3.

Unit

1

1

1

Price

RM361

RM125

RM 79

Amount

RM361

RM125

RM 79

Item

Bicycle

Crash helmet

Jersey

RM361 + RM125 + RM79 =  RM565

The total cost of the three items is  RM565 .

Method 1 Method 2

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2

4.1.1
4.1.2

RM2 073.05 + RM948.60 + RM1 329.75 =

RM2 073.05 + RM948.60 + RM1 329.75 =   RM4 351.40

140 sen is equal
to RM1.40.

1   1   2   1    1

RM 2  0 7 3 . 0 5
   RM     9 4 8 . 6 0
+ RM 1   3 2 9 . 7 5

RM 4  3 5 1  . 4 0

RM3 480 +          = RM7 500

RM3 480 +   RM4 020   = RM7 500

3

Add.

RM1 639.60 + RM857.90 =

RM7 216.30 +          = RM9 457.80

= RM524.35 + RM4 086 + RM91.90

a

d

e

f

RM 1  0 4 3
+ RM     9 2 6

b    RM 7  1 6 5 . 2 0
+ RM 1   2 8 4 . 7 5

c    RM 3  8 0 5 . 1 0
   RM 1   9 2 4 . 3 0
+ RM        6 9 . 8 0

AB

77-78

5 sen + 60 sen + 75 sen = 140 sen

4 10

RM 7  5 0 0
– RM 3  4 8 0

RM 4  0 2 0

3 +      = 7

= 7 – 3

• Carry out games or quizzes of adding money values using sales
 brochures, picture cards, and play money.
• Emphasise that the decimal points between ringgit and sen must be

aligned.

LET’S TRY
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4
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ES

First, RM800 minus RM760.
Then, add RM3 000.

4.2.1
4.2.2

Do mental
calculation.

11

SUBTRACTION OF MONEY

What is the difference in price between
the piano and the guitar?

Adi pays RM4 600 for the piano and the guitar.
Find his balance.

The difference in price is  RM3 040 .

a

b

RM3 800 – RM760 =

RM4 600 – RM3 800 – RM760 =

RM3 800 – RM760 =  RM3 040

RM3 800

RM3 000    RM800

7   10

RM 8 0 0
– RM 7 6 0

RM    4 0

3   16

RM 4  6 0 0
– RM 3   8 0 0

RM     8 0 0

RM760

RM800 – RM760 = RM40
RM40 + RM3 000 = RM3 040

• Train pupils to find the balance and price differences of goods.
• Carry out buying and selling activities involving subtraction using objects

or picture cards based on themes such as toys, clothes, and accessories.

Try to subtract RM760 from RM4 600.
Then, subtract RM3 800.
Is the answer the same?

RM4 600 – RM3 800 – RM760 =  RM40

Adi’s balance is  RM40 .

RM3 800
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CHILDREN’S

STORYBOOKS

What is in The Box?The Mouse in the Drawer

The Star & The Moon

My Brother’S Biscuit
Goodbye

After School

The Tea Smells Good

Where is the Entire Frog?

G
ranny’s Carpet

W
hat is in The Box?

Oh! Moon
Pizza

M
r. Parrot

Little Sister Goes to the Park

D
o
u
g

h
n
u
t

4.2.1
4.2.2

RM296.45 – RM187.60 = 2

Try comparing your
house electricity bills.
Discuss the difference.

95 sen

Calculate Encik Zaki’s balance if he pays RM700
for these two goods.

Encik Zaki’s balance is  RM60.25 .

3

RM700 – RM638.80 – 95 sen =

RM700 – RM638.80 – 95 sen =  RM60.25

RM638.80

• Focus on regrouping from ringgit to sen. Emphasise that RM1 is equal
 to 100 sen.
• Instil values such as spending money wisely and being responsible.

296.45
0.00

296.45 187.60
0.00

187.60

RM296.45 – RM187.60 =  RM108.85

6 9 9  10 0

RM 7 0 0 . 0 0
– RM 6 3 8 . 8 0

RM    6 1 . 2 0

6 0   12 0

RM 6 1 . 2 0
– RM    0 . 9 5

RM 6 0 . 2 5

2  9   5     14 5

RM 2 9 6 . 4 5
– RM 1 8 7 . 6 0

RM  1 0 8  . 8 5

8 15

We must save electricity
from now on.

MIND
CHALLENGE

MIND
CHALLENGE

AnimalStories
AnimalStories

Children Stories

Children Stories

RM7 ?

Fauzi buys two books.

is cheaper than          .

Fauzi uses 2 notes of equal

value to pay for the books.

Find the price of          and

the value of each note.

AnimalStories

Children StoriesAnimalStories

Children Stories

AnimalStories

Children Stories
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NOT
ES4.2.1

4.2.2

– RM2 158.90 = RM437.604

Solve by using
addition.

RM2 596.50   – RM2 158.90 = RM437.60

Check using an abacus.

1

a b c

RM5 230 – RM967 – RM1 086 = d

2 Find the difference in price between
the two antique clocks.

– RM3 018.25 = RM5 947.90f

RM7 140.40 – RM2 628.35 – 70 sen =e

RM 3  8 0 9 . 2 5
– RM 1   5 4 0 . 1 0

Subtract.

RM 1  9 4 7
– RM     6 2 7

RM6 560.20 RM9 258

• Encourage pupils to check receipts of purchases and balance received
correctly.

• Use a variety of terms such as how much more and how much less in
 problems involving money.

AB

79-80

RM 2  1 5 8 . 9 0
+ RM     4 3 7 . 6 0

RM 2  5 9 6  . 5 0

1  1

RM 6  1 1 0 . 3 0
– RM 3  9 1 7 . 6 5

– RM        6 9 . 8 0

LET’S TRY
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NOT
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11

ADDITION AND SUBTRACTION OF MONEY

Look at the account
book. Find Asif’s
balance on
17 August 2019.

RM1 020 + RM280 – RM400 =

Asif’s balance is  RM900 .

RM1 020 + RM280 – RM400 =  RM900

Calculate the price for model C based on the
table above.

The price for model C is  RM3 807.50 .

2

RM3 460.80 – RM680.90 + RM1 027.60 =  RM3 807.50

Model

A

B

C

Price

RM3 460.80

RM680.90 cheaper than model A

RM1 027.60 more expensive than model B

4.3.1

A B

C

• Expose pupils to the process of incoming cash and outgoing cash using
 a bank account.
• Emphasise that any price cheaper than the original price needs to be
 subtracted, and price more expensive than the original price needs to
 be added.

1

RM 1  0 2 0 . 0 0
+ RM     2 8 0 . 0 0

RM 1  3 0 0 . 0 0

0    13

RM 1  3 0 0 . 0 0
– RM     4 0 0 . 0 0

RM     9 0 0 . 0 0

BankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegah
BankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegah
BankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegah
BankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegah
BankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegah
BankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegah
BankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegah

Date

31/5/2019
2/6/2019
17/8/2019

Balance

RM1 020.00

Cash in

RM280.00

Cash out

RM400.00

RM3 460.80 – RM680.90 + RM1 027.60 =

1  1  1

RM 2  7 7 9 . 9 0
+ RM 1  0 2 7 . 6 0

RM 3  8 0 7 . 5 0

2      3  15
            3    4  5  9     18 0

RM 3  4 6 0 . 8 0
– RM     6 8 0 . 9 0

RM 2  7 7 9 . 9 0

13
Saiz sebenar

8
TEA

CHER’S
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NOT
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NOT
ES

RM7 945.30 +          – RM324 = RM8 895

7 +      – 3 = 8

7 – 3 +      = 8

4 +      = 8

= 8 – 4

4.3.1

RM7 945.30 +  RM1 273.70  – RM324 = RM8 895

3

Round off to the nearest hundred.

RM7 945.30             RM7 900
RM324                     RM300
RM8 895                  RM8 900

Check the answer using estimation.

RM1 273.70
is nearer to
RM1 300. So,
the answer is
reasonable.

1 Calculate.

2 Add RM5 108.50 to the difference between RM3 168.90
and RM4 508.70.

3 Reduce RM764 from the total amount of RM2 609.80
and RM1 457.35.

a RM909 + RM751 – 75 sen =

c RM7 160.35 + 85 sen – RM4 609.80 =

RM2 048.50 – RM563.90 + RM827 = b

RM3 420 +          – RM2 089 = RM2 537d

RM 7  9 0 0
– RM      3 0 0

RM 7  6 0 0

RM 8  9  0 0
– RM 7  6 0 0

RM 1 3 0 0

• Provide various questions on mixed operations on addition and subtraction
of money. For example, use “more” or “less”.

• Train pupils to estimate their daily spending.
• Emphasise on calculations involving regrouping.

AB
81

RM 7  9 4 5 . 3 0
– RM     3 2 4 . 0 0

RM 7  6 2 1  . 3 0

RM 8  8  9 5 . 0 0
– RM 7  6 2 1  . 3 0

RM 1  2 7 3 . 7 0

8   8  9 4   10 0

LET’S TRY
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9
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ES

2 3

4 5

MULTIPLICATION OF MONEY

11 Calculate the total cost of 2 hampers.

The total cost of 2 hampers is  RM422 .

2 × RM211 =

5 × RM29 = 100 × RM76 =

1 000 × RM9 =

1 000 × RM9 =

100 × RM76 =  RM7 600

10 × RM148.25 =

10 × RM148.25 =  RM1 482.50

4
   RM    2 9
×             5

RM 1  4 5

RM 2 1  1
×             2

RM 4 2 2

2 × RM211 =  RM422

5 × RM29 =  RM145

1 × RM76 = RM76
 10 × RM76 = RM760
100 × RM76 = RM7 600

RM    1 4 8 . 2 5
×                       1  0

RM 1 4 8 2 . 5 0

4.4.1

RM211

• Carry out activities of multiplying money using brochures from
 supermarket.
• Carry out simulation activities using play money for repeated addition.
 Relate them to times table.

CO
NTO

H

CO
NTO

H
CO

NTO
H

CO
NTO

H

CO
NTO

H

CO
NTO

H
CO

NTO
H

CO
NTO

H

1 × RM9 = RM9
    10 × RM9 = RM90
   100 × RM9 = RM900
1 000 × RM9 =    ?

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Thursday

Thursday

4.4.1

Calculate the price of 3        .

3 × RM82.30 =

9 × RM317.80 =

9 × RM317.80 =  RM2 860.20

3 × RM82.30 =   RM246.90

The price of 3         is  RM246.90 .

6

7

RM    8 2 . 3 0
×                     3

RM 2 4 6 . 9 0

1   7  7
   RM     3 1  7 . 8 0
×                         9

RM 2  8 6 0 . 2 0

1 Calculate.

2 Find the total cost.

a 4 × RM340 =

c 6 × RM807.15 = d 8 × RM794.20 =

b 2 × RM506 =

Multiply the sen value.
3 × 30 sen = 90 sen
Then, multiply the

ringgit value.
3 × RM82 = RM246

Item  Quantity

10

100

1 000

Price per unit

RM245.50

RM68

RM5

Total cost

•  Encourage pupils to use various methods of calculation.
AB

82-83

RM82.30

9 × 80 sen = 720 sen
720 sen         700 sen = RM7
                      20 sen
720 sen = RM7.20

Notebook

LET’S TRY

Thursday
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11
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NOT
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11

DIVISION OF MONEY

How much money does each
person get?

RM730 ÷ 10 = RM10 000 ÷ 100 =

RM500 ÷ 2 =

RM2 5 0
2  RM5 0 0
      – 4
         1 0
      – 1 0
            0 0
         –    0
               0

RM       1  0 0
100  RM1 0  0 0 0
          – 1 0  0
                   0 0
                 –    0
                       0 0
                    –    0
                          0

RM500 ÷ 2 =  RM250

Each person gets  RM250 .

2 3

• Encourage pupils to divide values of money using receipts or bills from
goods purchased.

• Emphasise that the division of money is similar to the division of whole
 numbers.

RM   7 3
1 0  RM7 3 0
        – 7 0
              3 0
           – 3 0
                 0

RM730 ÷ 10 =  RM73
RM10 000 ÷ 100 =   RM100

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ES4.5.1

What is the price of a mango?

The price of a mango is  RM1.60 .

RM8 ÷ 5 =

RM8 ÷ 5 =  RM1.60

4

RM1 . 6 0
5  RM8 . 0 0
      – 5
         3   0
      – 3   0
              0 0
           –    0
                 0

1  6 0 sen
5   8 0 0 sen
  – 5
     3 0
  – 3 0
        0 0
     –    0
           0

Calculate the price
of an orange.

RM10

8 oranges

RM8

5 mangoes

• Emphasise that the RM symbols and the decimal points, which separates
ringgit and sen must be aligned.

RM    1  2 6 . 0 5
8  RM1  0 0 8 . 4 0
      –     8
             2 0
          – 1  6
               4 8
             – 4 8
                   0   4
                –      0
                       4 0
                      – 4 0
                           0

Calculate the price of a remote control car.

The price of a remote control car
is  RM126.05 .

RM1 008.40 ÷ 8 =

5

RM1 008.40 ÷ 8 =  RM126.05

Quantity
 Price

per unit
Total
cost

RM1 008.408

Method 1 Method 2
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13
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NOT
ES

NOT
ES

RM3 650
= RM3 650.00

4.5.1

RM9 020.50 ÷ 10 = RM3 650 ÷ 1 000 = 6 7

RM    9 0 2 . 0 5
RM9  0 2 0 . 5 0
  – 9  0
         0 2
      –    0
            2 0
         – 2 0
               0  5
            –     0
                     5 0
                 – 5 0
                        0

1 0

RM9 020.50 ÷ 10 =   RM902.05 RM3 650 ÷ 1 000 =   RM3.65

• Show the method of dividing by 10, 100 and 1 000 by moving the decimal
point to the left.

Divide.

c

e RM3 105 ÷ 100 =

a 2  RM2 9 0 7  RM3 1 5b 4  RM6  1 2 0

50 sen ÷ 10 = RM

AB

84

d RM63 ÷ 3 =

h RM5 698.80 ÷ 9 =

g RM471.60 ÷ 8 =f RM10 000 ÷ 1 000 =

i RM1 024.50 ÷ 10 =

RM           3. 6 5
1 000  RM3  6 5 0.0 0
             – 3  0 0 0
                    6 5 0  0
                  – 6 0 0  0
                        5 0  0 0
                     – 5 0  0 0
                                  0

MIND
CHALLENGE

MIND
CHALLENGE

LET’S TRY
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14
TEA

CHER’S
TEA

CHER’S

NOT
ES

NOT
ES

AS
EAN COUNTRIES

4.6.1

RECOGNISE CURRENCIES

• Carry out activities of reading out currency of ASEAN countries randomly
 and talk about their characteristics.
• Give exposure about ASEAN countries as the neighbouring countries
    of Malaysia.

baht

dong

kip

peso

dollar

riel

dollar

ringgit

kyat

M A L A Y S I A

I N D O N E S I A

SINGAPORE

PHILIPPINES

BRUNEI

VIETNAM

LAOS

MYANMAR

CAMBODIA

THAILAND

rupiah

My country’s currency
is ringgit.

We’re neighbours.

I’m from Vietnam.
My country’s currency

is dong.

SP
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EN

SP
EC

IM
EN

SP
EC

IM
EN

SP
EC

IM
EN

SP
EC

IM
EN

SP
EC

IM
EN

SP
EC

IM
EN

SP
EC

IM
EN

SP
EC

IM
EN

SP
EC

IM
EN
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AS
EAN COUNTRIES

4.6.1
• Provide a variety of questions to reinforce pupils’ understanding.
• Introduce the currencies of other countries.

a

a b c

a

c

b

b

d

e

c dMalaysia

The currency of Vietnam is         .

Baht is          currency.

Philippines

currency is rupiah.

is Japanese currency.

currency is dollar.

Brunei Myanmar

What is the currency of the following countries?

What is the name of the country and its currency
as shown below?

Complete these.

1

3

2

United States of America

dollar

Japan

yen

Great Britain

pound

Saudi Arabia

riyal

Australia

dollar

OTHER COUNTRIES

AB

85

SP
EC

IM
EN

SP
EC

IM
EN

SP
EC

IM
EN

SP
EC

IM
EN

SP
EC

IM
EN

SP
EC

IM
EN

SP
EC

IM
EN

SP
EC

IM
EN

LET’S TRY
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VALUE OF CURRENCY

Source: https://www.xe.com/currency/myr-malaysian-ringgit, 18/07/2018

RM1 has the
same value as
3 551.59 rupiah.

0.34 dollar is the
same as RM1.

This lollipop
costs RM1.

1

2 If we have RM1, what is its value in the currencies of
these countries?

a b cBrunei Indonesia Laos

State the value of RM1 in the currencies of these countries.

a b cSingapore Thailand Cambodia

• Guide pupils to understand currency exchange by asking them to share
any experience of spending money overseas.

When do we need to exchange
to other currencies? Talk about it.

AB

86

Country

Singapore

Thailand

Indonesia

Phillipines

Brunei

Vietnam

Laos

Cambodia

Myanmar

The value of foreign currency compared to RM1

0.34

8.22

3 551.59

13.18

0.34

5 706.76

2 083.18

1 003.82

352.42

Currency

dollar

baht

rupiah

peso

dollar

dong

kip

riel

kyat

LET’S TRY
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ES 4.7.1

MONEY LITERACY
Needs and Wants

We must meet our needs so that we can continue with our lives.
Wants improve the quality and comfort of our lives.

What happens if needs
are not met? Discuss.

Use money for
needs first.

Clothes

Place
to live Food

Needs

• Emphasise that needs are food, place to live, and clothing. Wants are goods,
activities, or services that we desire to live a comfortable life.

• Discuss that spending must be based on the money that we own.
• Encourage pupils to be prudent in spending and savings.

We need to save.
Money is very useful.

Wants
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Save and Invest Money

Yes, money
is useful
to further

your studies.

Our life will be
more comfortable

in the future.

Mother, we need
to save money.

How do you use your savings?
Talk about it.

AB
87

Donations to flood victims.

They can buy things
they need.

Please take
these clothes. Thank you.

• Remind pupils that savings and investments are important in planning
 their future. Spend wisely to avoid being in debt.
• Explain about investment especially in education.
• Discuss social responsibility such as giving donations to ease the lives
 of those in need.
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2 State 2 advantages of saving money.

3 List things that you can donate.

4.7.1
4.7.2

pictures from catalogues, old magazines
and the Internet, scissors, glue, manila cards,
coloured A4 paper

2 pupils per group

1 Give 3 needs and 3 wants in daily life.

• Carry out the Fun Project in line with 21st Century Learning, which requires
pupils’ cooperation.

1

Present your work.4

Write and paste titles
on coloured A4 paper.

2

Paste pictures according
to the title.

3

Collect pictures of
needs, wants, savings,
and investments.

NEEDS WANTS

INVESTMENTSSAVINGS

Daftar dan nikmati pelbagai kelebihan

sebagai ahli BSN Smart Junior dengan

hanya RM150 hari ini!

FUN PROJECT

Participants

Tools/Materials

Method

LET’S TRY
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11 RM2 450 + RM3 800 = RM6 250

9 × RM218.50 = RM1 966.50

RM6 152.40 ÷ 6 = RM1 025.40

2

3

Father divides the interest from his savings

of          equally among his          children.

Each child gets          .

A watch costs RM218.50. A trader buys

watches. The total cost is         .

b

c

8 × RM560 = RM4 480

RM4 293.50 ÷ 5 = RM858.70

Create stories for the number sentences.

• Guide pupils to create stories using their own sentences. Relate them
 to their daily lives.

a RM7 618.90 – RM3 427.50 = RM4 191.40

AB

88

CREATE STORIES

Encik Azri and Puan Sim
donate RM2 450 and
RM3 800 respectively to
the Love the Environment
Fund. Their total donation
is RM6 250.

Love the
Environment

Fund

LET’S TRY
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Based on the conversation above, what is the price
of the laptop?

3 × RM429.99 =

11

2   2    2
   RM     4 2  9 . 9 9
×                         3

RM 1  2 8 9 . 9 7

2   2    2
   RM     4 2  9 . 9 9
   RM     4 2  9 . 9 9
+ RM     4 2  9 . 9 9

RM 1  2 8 9 . 9 7

3 × RM429.99 =   RM1 289.97

The price of the laptop is  RM1 289.97 .

The price of this
laptop is 3 times the
price of the printer.

• Guide pupils to solve problems using various methods such as drawing
diagrams or creating tables.

price of the printer RM429.99

the price of the laptop is 3 times the price of the printer

price of laptop

Use repeated
addition to check.

Printer RM429.99

Laptop RM429.99 RM429.99 RM429.99

?

SOLVE THE PROBLEMS

Given

Find

Method

Check

This printer
costs

RM429.99.
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ES4.8.2

Zarif’s mother buys a camera and a leather
bag. Calculate the total cost Zarif’s mother
has to pay based on the table above.

price of camera RM980

the price of leather bag is
RM275 less than the price
of camera

total cost to be paid

RM980 – RM275 + RM980 =

The total cost Zarif’s mother has to pay
is   RM1 685 .

2

RM980 – RM275 + RM980 =  RM1 685

Item

Camera

Leather bag

Price

RM980

RM275 less than the price of the camera

• Carry out simulation activities to reinforce pupils’ understanding in solving
problems involving money.

• Discuss various problem-solving strategies such as effective logical reasoning
and drawing diagrams.

RM    7 0 5
+ RM    9 8 0

RM1  6 8 5

7  10
   RM9 8 0
– RM2 7 5

RM7 0 5

Zarif’s mother has RM5 000. What
is her balance after she bought the
camera and the leather bag above?

Given

Find

Method
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cost for 6 people is RM8 268

cost for one person

Solve the problems.

4.8.2

6 of Encik Sham’s family members join a group tour
to Gold Coast, Australia. The total cost is RM8 268.
What is the cost for one person?

RM8 268 ÷ 6 =  RM1 378

The cost for one person is  RM1 378 .

3

RM8 268 ÷ 6 =

RM1  3 7 8
6  RM8  2 6 8
      – 6
         2  2
      – 1   8
             4 6
          – 4 2
                4 8
              – 4 8
                    0

Zara has savings of RM369.80. Aisya’s savings is RM154.10
less than Zara’s savings. How much is Aisya’s savings?

• Encourage pupils to estimate their answers before calculating and comparing
the actual answers to the estimated ones.

AB

89-90

SCAN THIS

What is the currency
used in Gold Coast,

Australia?

a

Father spends RM4 944 to buy 5 air conditioners of the
same type. Calculate the price of one air conditioner.

b

Tim’s mother pays RM2 000 for a kitchen cabinet that
costs RM1 975. What is her balance? State the total
number of RM5 and RM10 notes she receives.

c

Given

Find

Method

LET’S TRY
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4.1, 4.2,
4.3, 4.4,
4.5, 4.8

4 sets of question
cards, play money,
count forms

3 groups,
5 cashiers

• Prepare sufficient play money to carry out this activity.
• Prepare question cards on addition, subtraction, multiplication, and
 division of money for stations 1 until 4.
• Guide pupils to record cash in and cash out.

Each group receives RM500
and a count form.

Groups 1, 2 and 3 move to
stations 1, 2 and 3.

Take a question card.
Do calculations.

Record the money given or
received in the count form.

Calculate the final amount
of money at station 5.

The group that has finished
moves to station 4 or stations
that are empty.

Repeat steps 3 until 6. Each
group must go to stations
1 until 4.

Receive money from the
cashier or pay money to
the cashier at own stations.

The winner is the group
that calculates correctly.

1

2

3

5

7

6

8

9

4

WHO HAS THE MOST MONEY?WHO HAS THE MOST MONEY?

Station 1

Won design competition.

RM400

Ea
rn Hari R

aya

money.

RM20

Bought gift for

grandfather.
RM80

Examples of Question Cards

Station 2

Earn money from
selling old

newspapers.

RM90

Donated to

flo
od victim

s.

RM400

Congratulations!

W
in a quiz.

RM80

Station 3

Grandmother

gave money.

RM100   D
ivided RM600

e
qually with my

y
ounger b

rother.

H
ow much did

I
 get?

RM30
Bought 4 books.

Station 4

Cost of a wallet is RM60.
I bought 2 wallets.How much do Ineed to pay?

Received

investment

interest.

RM900

Received

savings interest.
RM300

STATION

STATION 1

Hari Raya

money

STATION 3

Bought

4 books

BALANCE

RM520

RM400

CASH
IN

RM500

RM20

CASH
OUT

RM120

CALCULATION

RM500

+ RM  20

RM520

4 × RM30

= RM120

RM520

– RM1 20

RM400

GROUP : ___

COUNT FORM

Example of Count Form

AB

91-9
2

ParticipantsTools/Materials

Method

F

UN TIME
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5.1.2

TIME

Let’s read out and record
each of these activities.

Time

8:00 in the
morning

8:30 in the
morning

11:30 in the
morning

1:00 in the
afternoon

3:15 in the
afternoon

9:00 in the
evening

Activity

Assemble and
briefing

Jungle trekking

First-aid activity

Lunch and rest

Kayaking

Campfire

The kayaking activity
begins at 3:15 in the

afternoon after lunch
and rest.

•  Guide pupils to read out and record the activities in the pictures.
•  Ask pupils to state and obtain information on other activities such as

schedule of television programmes and school activities.
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7:30 in the morning

8:00 in the morning

8:15 in the morning

8:30 in the morning

8:50 in the morning

10:20 in the morning

11:00 in the morning

8:40 in the morning

8:20 in the morning

PROGRAMME

Arrival of parents and pupils

Arrival of guest of honour

Doa recital

Headmaster’s speech

Presentation of awards
and certificates
Refreshments

End

Guest of honour’s speech

Singing of Negaraku and school song

SEKOLAH KEBANGSAAN IDAMAN
EXCELLENCE AWARDS DAY

1

5.1.1
5.1.2

• Guide pupils to understand event programmes and ways to get information.
• Use a range of programmes seen or experienced by the pupils such as

teacher’s day, National Day, and canteen day.

1

SAY AND RECORD TIME

Look at this
programme.

The event
will end at
11:00 in the
morning.

The presentation of awards and certificates starts at          in the
morning. Before that, the          is at 8:40 in the morning.

Parents and pupils
should arrive at 7:30

in the morning.

After that, the arrival of
the guest of honour is at

8:00 in the morning.
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1

• Emphasise to pupils about time before, during, and after an activity. 5.1.1
5.1.2

2

The long jump starts at
11:30 in the morning
before the shot-put.

Look at part of the class timetable and answer the questions
below. Write the information in sentence form.

a

b

Assembly starts at         .

The Arts class ends at         .

100 metres run

200 metres run

Long jump

Shot-put

11:05 in the morning

11:30 in the morning

Event Time

SPORTS PROGRAMME

Discuss the
time of other

events.

The first event starts at
10:25 in the morning.

The next event starts at
11:05 in the morning.

AB

93

Monday

Tuesday
Health and

Physical
Education

Bahasa
Melayu

Bahasa
Melayu

Science Science

Assembly English English Mathematics

Mathematics Mathematics

Mathematics

Arts Arts Arts Wednesday 10
: 15

-1
0

: 3
5

in
 t

h
e

m
o

rn
in

g

R
EC

ES
S

Day

The presentation of awards and certificates starts at          in the
morning. Before that, the          is at 8:40 in the morning.

10:25 in the morning

12:15 in the afternoon

LET’S TRY

Time 7:45-8:15 in
the morning

8:15-8:45 in
the morning

8:45-9:15 in
the morning

9:15-9:45 in
the morning

9:45-10:15 in
the morning
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BA 2

5.2.1
5.3.1

RECOGNISE CALENDAR 2019                       CALENDAR

1 year = 12 months

• Guide pupils to read out the information on the calendar.
• Use the current year calendar.
• Surf https://www.timeanddate.com

The first day
of May is

Wednesday.

The last day of
September is

Monday.

The first month
is January. There

are 31 days.

There are 12 months
in 1 year.
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• Discuss important events and dates in the calendar involving pupils such as
birthdays, mother’s day, and father’s day.

5.2.1
5.3.1

Answer the questions based on the 2019 calendar above.

How many days are there in February?

 What is the last day of December?

a

b

2019                       CALENDAR

AB

94

7 April 2019 Sunday

9 April 2019 Tuesday

12 April 2019 Friday

8 April 2019 Monday

11 April 2019 Thursday

10 April 2019 Wednesday

13 April 2019 Saturday

1 week = 7 days

LET’S TRY

There are 7 days in
a week. Sunday,

Monday, Tuesday,
Wednesday,

Thursday, Friday,
and Saturday.
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• Use a clock face with second, minute, and hour hands to form questions
and answers about minutes and seconds.

• Surf https://www.craftnhome.com/clock-faces.html

5.2.1

RELATIONSHIP IN TIME

second hand

hour hand

hour

minute

second

minute hand

The second hand moves 1 complete circle of 60 seconds.

The minute hand moves
1 graduation. 1 graduation

is 1 minute.

So, 60 seconds is
equal to 1 minute.

Half a minute is equal to how many seconds?

5 seconds

10 seconds

15 seconds

20 seconds

25 seconds
30 seconds

35 seconds

40 seconds

45 seconds

50 seconds

55 seconds
60 seconds

Minutes and seconds

1

SCAN THIS

60 seconds = 1 minute
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200 seconds =          minutes          seconds

200 seconds = 180 seconds + 20 seconds

= 3 minutes + 20 seconds

= 3 minutes 20 seconds

200 seconds =  3 minutes 20 seconds

4 minutes =  240 seconds

Remember,
1 minute = 60 seconds.
Use the 6 times table.

6, 12, 18, 24.

• Surf https://www.mathworksheets4kids.com/time-conversion.php
 to train pupils in converting time.

5.2.1
5.2.2

Mother boiled some eggs for 4 minutes.
State the time in seconds.

2

4 minutes =         seconds

360 seconds =         minutes

360 seconds =  6 minutes

0
second

60
seconds

120
seconds

180
seconds

0 minute 1 minute 2 minutes 3 minutes 4 minutes

240
seconds

4 minutes = 4 × 60 seconds

3

4

1 hour =         seconds

6 0 seconds
×        4
    2 4 0 seconds

Mother boiled the eggs
for 240 seconds.

MIND
CHALLENGE

MIND
CHALLENGE

Method 1

Method 2

60 seconds

1 minute

240 seconds

4 minutes

120 seconds

2 minutes

300 seconds

5 minutes

180 seconds

3 minutes

360 seconds

6 minutes
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• Guide pupils to do conversion of units correctly.
• Surf https://www.k5learning.com/worksheets/math/grade-3-convert-

time-hours-minutes.pdf

5.2.2

2 hours = 1 hour + 1 hour
     = 60 minutes + 60 minutes
      = 120 minutes

Hours and minutes

1

2

2 hours =         minutes

180 minutes =          hours

1 hour

60 minutes

60 minutes

1 hour

60 minutes

1 hour 1 hour  = 3 hours

2 hours =  120 minutes

0
minute

0 hour 1 hour 2 hours 3 hours

60
minutes

120
minutes

180
minutes

1 hour

60 minutes 60 minutes

I do revision for
2 hours everyday.
State the time in

minutes.

1 hour is
60 minutes.

1 8 0
–     6 0
    1 2 0
–     6 0
       6 0
–     6 0
         0

180 minutes =  3 hours

1 hour

1 hour 3 hours

1 hour

+ +

Method 1

Method 2  Method 3
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140 minutes =           hours          minutes

140 minutes = 120 minutes + 20 minutes

= 2 hours + 20 minutes

= 2 hours 20 minutes

140 minutes =   2  hours 20 minutes

3

Convert
120 minutes to
2 hours first.

60 minutes
= 1 hour

e

cb

a

g

d 5 hours =         minutes

480 seconds =        minutes6 minutes =        seconds

2 complete circles of a second hand is        minutes.

290 minutes =        hours        minutes

310 seconds =         minutes         seconds

Complete these.

f 120 minutes =         hours

2 sets of question
cards, chips
(2 colours),
pen or pencil

work in pairs

Put a chip on the START box.

Play rock-paper-scissors.

The winner moves his/her chip one box
 upwards and answers the question. If the answer is wrong,
 move the chip one box downwards. The second player then
 moves his/her chip upwards and answers the question.

Repeat steps 2 and 3.

The player who reaches the FINISH box first wins.

1

2

3

4

5
• Prepare two sets of question cards involving the relationship between

minutes and seconds, and hours and minutes. Make sure both sets of
questions are almost identical and the level of difficulty is the same.

• Guide pupils to answer the questions in the Fun Project.

AB

95

EXAMPLES OF QUESTION CARDS

5.2.1
5.2.2

LET’S TRY

FUN PROJECT
Tools/Materials   Participants

Method
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How long does Ramesh take
to go to the shop?

ADDITION OF TIME

1

3

What is the total time spent on the visit?

The time taken for Ramesh to go
to the shop is 33 minutes.

The total time spent on the visit is 6 hours.

5.4.1 (i)
5.4.1 (ii)
5.4.1 (iii)

•  Use tables and activities to do addition involving time.
•  Surf https://www.mathworksheets4kids.com/time/convert/addition-
 easyl.pdf

3 hours + 2 hours + 1 hour =          hours

18 minutes + 15 minutes
=         minutes

3 hours + 2 hours + 1 hour =   6 hours

14 seconds + 15 seconds + 13 seconds =         seconds

14 seconds + 15 seconds + 13 seconds =  42 seconds

3 3 minutes

1  8 minutes
+  1  5 minutes

1

4 2 seconds

1  4 seconds
     1  5 seconds
+ 1 3 seconds

1

If Ramesh wants
to go directly to

school, how long
will he take?

18 minutes + 15 minutes =  33 minutes

18 minutes

Post
office

School

Shop

Ramesh’s
house

15 minutes

9 minutes

2

Place visited

Bird Park

Butterfly
Park

Crocodile
Park

3 hours

2 hours

1 hour

Time
spent

3 hours 2 hours 1 hour

0 1 2 3 4 5 6

hours
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4

5

Add 9 hours 15 minutes and 4 hours 30 minutes.

5.4.1 (iv)
5.4.1 (v)

• Guide pupils to add and regroup correctly.
• Provide more questions in question cards or worksheets.

79 seconds is more than
60 seconds. Subtract

60 seconds and add 1 minute.

9 hours 15 minutes + 4 hours 30 minutes =          hours          minutes

9 hours 15 minutes + 4 hours 30 minutes = 13 hours 45 minutes

12 minutes 35 seconds + 20 minutes 25 seconds

+ 21 minutes 19 seconds =         minutes         seconds

12 minutes 35 seconds

+ 20 minutes 25 seconds

+ 21 minutes 19 seconds

=  54 minutes 19 seconds

1 3 hours    4 5 minutes

9 hours    1 5 minutes
+   4 hours    3 0 minutes

a

b

c

d

e

Add.

9 hours + 8 hours =          hours

22 minutes + 30 minutes =         minutes

9 seconds + 17 seconds + 24 seconds =         seconds

3 hours 15 minutes + 2 hours 55 minutes
=          hours         minutes

2 minutes 35 seconds + 4 minutes 10 seconds
=           minutes           seconds

minutes seconds

1 2
2 0

5 4

+   2 1

3 5
2 5

1 9

1 9

7 9
–  6 0 +      1

1

5 3

AB

96-97

LET’S TRY
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2

3

The dance class is 120 minutes longer than the piano class.

How much longer is the time for the dance class than the
piano class?

What is the difference in time between            and            ?

SUBTRACTION OF TIME

1

•  Emphasise to pupils to subtract using vertical form correctly.
• Use various methods such as bar models, paper strips, and number lines.

5.5.1

Piano

Dance

180 minutes

300 minutes

Class Time

The difference in time between            and            is 2 hours.

3 hours 1 hour

3 hours – 1 hour =         hours

3 hours – 1 hour =  2 hours

300 minutes – 180 minutes =          minutes

300 minutes – 180 minutes =  120 minutes

42 seconds – 39 seconds =         seconds

42 seconds – 39 seconds =   3 seconds

3 hours

1 hour

0 1 2 3

4 2 seconds
– 3 9 seconds

3 seconds

3 12

3 0 0 minutes
– 1 8 0 minutes

1  2 0 minutes

2 10

5.5.1 (i)
5.5.1 (ii)
5.5.1 (iii)

42 seconds

39 seconds ?

hours
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• Guide pupils to regroup from hours to minutes, and from minutes to
seconds.

5.5.1 (iv)
5.5.1 (v)

4

5

6 hours 40 minutes – 1 hour 15 minutes =         hours         minutes

Subtract 1 hour 15 minutes from 6 hours 40 minutes.

15 minutes – 10 seconds – 12 minutes 30 seconds
=         minutes         seconds

6 hours 40 minutes – 1 hour 15 minutes = 5 hours 25 minutes

5 hours     2 5 minutes

6 hours     40 minutes
– 1 hour       1 5 minutes

3  10

1 4 minutes     50 seconds      2 minutes    2 0 seconds

1 5 minutes     0 0 seconds
–                        1 0 seconds

1 4 minutes     5 0 seconds
– 1 2 minutes     3  0 seconds

1 4 6 0

15 minutes – 10 seconds – 12 minutes 30 seconds

=   2 minutes 20 seconds

a

b

c

d

e

Calculate.

86 hours – 25 hours =         hours

91 minutes – 34 minutes =         minutes

75 seconds – 10 seconds – 17 seconds =         seconds

4 hours 20 minutes − 15 minutes − 1 hour 50 minutes
=         hours         minutes

58 minutes 16 seconds − 17 minutes 12 seconds − 30 seconds
=         minutes         seconds

AB

98-99

LET’S TRY
TEA
CHER’S

TEA
CHER’S

NOT
ES

NOT
ES

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38
5.6.1

Add, then subtract.

Subtract first.
Then, add.

ADDITION AND SUBTRACTION OF TIME

7 hours + 6 hours − 4 hours =         hours

40 minutes − 9 minutes + 28 minutes =          minutes

7 hours + 6 hours − 4 hours =  9 hours

1

2

3

3 10

4 0 minutes
–    9 minutes

3 1  minutes

3 1  minutes
+ 2 8 minutes

5 9 minutes

40 minutes − 9 minutes + 28 minutes =  59 minutes

Subtract 21 seconds from the total of 27 seconds
and 43 seconds.

27 seconds + 43 seconds – 21 seconds =          seconds

6 10
  7 0 seconds
– 2 1 seconds

4  9 seconds

1

2 7 seconds
+ 4 3 seconds

7 0 seconds

27 seconds + 43 seconds – 21 seconds =  49 seconds

• Guide pupils to carry out operations according to the given order.
• Discuss that in operations involving addition and subtraction, the answer

is the same whether addition or subtraction is carried out first.

– 4

+ 6

7 8 9 10 11 12 13

7 hours
+   6 hours

1 3 hours

1 3 hours
–   4 hours

9 hours

5.6.1 (i)
5.6.1 (ii)
5.6.1 (iii)
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39
5.6.1 (iv)
5.6.1 (v)

5 hours + 2 hours 5 minutes − 1 hour 30 minutes

=          hours          minutes

36 minutes 50 seconds – 17 minutes 40 seconds

+ 20 minutes 13 seconds =          minutes          seconds

5

4

5 hours  0 0 minutes
+ 2 hours  0 5 minutes

7 hours  0 5 minutes

6                  6 5
   7 hours  0 5 minutes
– 1 hour    3 0 minutes

5 hours  3 5 minutes

5 hours + 2 hours 5 minutes − 1 hour 30 minutes

=  5 hours 35 minutes

Solve these.

1 1 hours + 5 hours − 10 hours =          hours

42 minutes + 19 minutes − 16 minutes =          minutes

50 seconds − 23 seconds + 28 seconds =          seconds

5 hours 45 minutes + 3 hours 12 minutes − 1 hour 39 minutes

=          hours          minutes

7 minutes 8 seconds – 1 minute 23 seconds
+ 6 minutes 5 seconds =          minutes          seconds

a

b

c

d

e

1 9 minutes  1 0 seconds
+ 2 0 minutes  1 3 seconds

3 9 minutes  2 3 seconds

2 16
   3 6 minutes  5 0 seconds
– 1  7 minutes  4 0 seconds

1 9 minutes  1 0  seconds

• Guide pupils to convert units when adding or subtracting time.
• Surf https://www.onlinemathlearning.com/adding-time.html

36 minutes 50 seconds – 17 minutes 40 seconds
+ 20 minutes 13 seconds =  39 minutes 23 seconds

How many seconds are there in 39 minutes 23 seconds?

AB

100

LET’S TRY
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Saiz sebenar

40

Is 128 seconds × 5
equal to

5 × 128 seconds?
Discuss.

11

MULTIPLICATION OF TIME

The table shows the time Hilmi practises
bowling in a week. How many hours does
Hilmi practise in 4 weeks?

4 × 12 hours =          hours

1 2 hours
×     4

4 8 hours

1
       5 3 minutes
×        6

3 1  8 minutes

1  4
    1 2 8 seconds
×        5

6 4 0 seconds

4 × 12 hours =  48 hours

Multiply 6 by 53 minutes.2

3

6 × 53 minutes =          minutes

5 × 128 seconds =          seconds

6 × 53 minutes =  318 minutes

5 × 128 seconds =  640 seconds

5.7.1 (i)
5.7.1 (ii)
5.7.1 (iii)

• Go over the 2, 3, 4, 5, 6, 7, 8 and 9 times tables to help pupils multiply
 easily.
• Guide pupils to use the lattice method to multiply.

5

68

8

0

1

3
3 1

3 ×

Day

Monday

Wednesday

Friday

Sunday

Total

Time

3 hours

3 hours

3 hours

3 hours

12 hours

Hilmi practises bowling for 48 hours in 4 weeks.

Method 1 Method 2
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41
5.7.1 (iv)
5.7.1 (v)

2 × 3 hours 10 minutes =          hours          minutes

3 × 9 minutes 12 seconds =  27 minutes 36 seconds

2 × 3 hours 10 minutes =  6 hours 20 minutes

4

Multiply.

• Do other suitable methods of multiplication such as repeated addition
 and using a timeline.

3 hours   1  0 minutes
×                  2

6 hours  2 0 minutes

3 hours   1  0 minutes
+ 3 hours   1  0 minutes

6 hours  2 0 minutes

9 minutes   1  2 seconds
×                         3

2 7 minutes  3 6 seconds

AB

101

i 3 × 10 minutes 16 seconds =          minutes          seconds

f 2 × 48 hours =          hours g 6 × 112 seconds =          seconds

3 × 9 minutes 12 seconds =          minutes          seconds5

c    2 3 hours
×    8

b      1  5 minutes
×     9

d     8 hours 2 4 minutes
×                   2

e     7 minutes 1 0 seconds
×                      4

a    6 0 seconds
×    7

h 5 × 26 hours 5 minutes =          hours          minutes

Method 1 Method 2

LET’S TRY
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42
5.8.1 (i)
5.8.1 (ii)
5.8.1 (iii)

2

3

Check by
multiplying.

Check using
a calculator.

11

DIVISION OF TIME

How long does Danial ride his bike in a week?

Danial rides his bike for 14 hours in a week.

28 hours ÷ 2 =          hours

1  4 hours
2   2 8 hours
  – 2
    0 8
  –    8
        0

1 6 minutes
8   1 2 8 minutes
  –    8
        4 8
    – 4 8
           0

5 2 seconds
7   3 6 4 seconds
  – 3 5
        1  4
    – 1  4
           0

28 hours ÷ 2 =  14 hours

I ride my bike for
28 hours in 2 weeks.

128 minutes ÷ 8 =          minutes

364 seconds ÷ 7 =          seconds

128 minutes ÷ 8 =  16 minutes

364 seconds ÷ 7 =  52 seconds

4

1 6 minutes
×        8

1 2 8 minutes

• Remind pupils about the long division method and revise the 2, 3, 4, 5, 6,
 7, 8 and 9 times tables.
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43
5.8.1 (iv)
5.8.1 (v)

Calculate the time Puan Alia
does gardening every day.

Puan Alia does gardening for 1 hour 9 minutes every day.

4

5

f

d e

g72 hours ÷ 4 =          hours 210 minutes ÷ 7 =         minutes

Divide.

h 38 hours 54 minutes ÷ 2 =          hours          minutes

1 hour          9 minutes
5   5 hours     4 5 minutes
  – 5             – 4 5
     0                  0

5 hours 45 minutes ÷ 5

=          hours          minutes

56 minutes 32 seconds ÷ 4 =          minutes          seconds

56 minutes 32 seconds ÷ 4 =  14 minutes 8 seconds

5 hours 45 minutes ÷ 5 =   1 hour 9 minutes

a 9  1 0 8 hours

3  2 4 hours  5 7 minutes 8  1 6 minutes   8 seconds

b 6  1 7 4 minutes c 5  2 6 5 seconds

• Guide pupils to divide time using repeated subtraction.
• Use appropriate situations to create questions for pupils.

AB

102

1  4 minutes        8 seconds

4  5 6 minutes      3 2 seconds
  – 4                    – 3 2
     1  6                       0
  – 1 6
        0

I work in my garden for
5 hours 45 minutes in 5 days.

LET’S TRY
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44

1

1

1

1

2

3

2 hours 20 minutes + 2 hours 30 minutes = 4 hours 50 minutes

3 × 3 hours 15 minutes = 9 hours 45 minutes

10 hours 50 minutes ÷ 5 = 2 hours 10 minutes

Sali flew on a plane from Kuala Lumpur
to Miri for 2 hours 20 minutes.
Then, she rode an express boat for
2 hours 30 minutes to Marudi town.
The total time taken was
4 hours 50 minutes.

Encik Azhar can complete a batik
pattern within 3 hours 15 minutes.
He needs 9 hours 45 minutes to
prepare          batik patterns.

5.9.1

Create stories based on the number sentences.

4 hours 20 minutes − 55 minutes = 3 hours 25 minutes

11 hours + 4 hours – 9 hours = 6 hours

• Guide pupils to create stories using their own words.
• In groups, carry out a competition of creating stories using number
 sentences.

b

a

AB

103

CREATE STORIES

Siew May practises piano for

hours          minutes for

days. She practises for

hours          minutes in

a day.

LET’S TRY
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Saiz sebenar

45

10 hours 50 minutes ÷ 5 = 2 hours 10 minutes

5.9.2

total time taken

Kuala Lumpur to Sydney 8 hours 15 minutes

Sydney to Auckland 3 hours 11 minutes

Siva is on a holiday in Auckland, New Zealand, with his family.
They took a flight via Sydney, Australia. Calculate the total time
taken from Kuala Lumpur to Auckland.

1

8 hours 15 minutes + 3 hours 11 minutes
= 11 hours 26 minutes

The total time taken was 11 hours 26 minutes.

8 hours   1  5 minutes
+   3 hours  1  1  minutes

1 1  hours  2 6 minutes

Kuala Lumpur Sydney Auckland

8 hours 15 minutes + 3 hours 1 1 minutes =

• Ask pupils to comprehend questions and record important information.
• Guide pupils to use models, tables, manipulatives, and reasoning to solve

daily problems.

8 hours 15 minutes
3 hours 11 minutes

Kuala Lumpur Sydney Auckland

8 hours 15 minutes

Total time taken

3 hours
11 minutes

What was the difference in the time taken from
Kuala Lumpur to Sydney and from Sydney to Auckland?

SOLVE THE PROBLEMS

Given

Find

Method
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46

time taken to stamp 7 pieces of
batik cloth is 7 hours 56 minutes

time taken to stamp one piece
of batik cloth

7 hours 56 minutes ÷ 7 =  1 hour 8 minutes

The time taken to stamp one piece
of batik cloth is 1 hour 8 minutes.

7 hours 56 minutes ÷ 7 =

5.9.2

Hasni’s father takes 7 hours 56 minutes
to stamp 7 pieces of batik cloth of the
same pattern. What is the time taken
to stamp one piece of batik cloth?

2

• Ask pupils to check their answers by multiplication or using a calculator.

7 hours 56 minutes

? ? ?? ?? ?

How many pieces of batik cloth can
be completed in 204 minutes?

1 hour         8 minutes
7   7 hours   5 6 minutes
  – 7           – 5 6
     0                 0

Given

Find

Method
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47

Multiply 48 minutes
by 4. Then convert

the answer to
hours and minutes.

4 × 48 minutes =  3 hours 12 minutes

3

5.9.2

Look at the picture. Calculate the
difference in time taken by Dashini to
read a storybook and watch television.

The time taken for a car to travel non-stop from Johor Bahru
to Kuala Lumpur is 5 hours 30 minutes. If Mr Tan stops at
Pagoh for 20 minutes and at Ayer Keroh for 15 minutes, what
is his total travelling time?

The time taken to bake a fruit cake is 48 minutes.
How long does it take to bake 4 similar fruit cakes?
Give the answer in hours and minutes.

The time taken to bake 4 similar fruit cakes
is 3 hours 12 minutes.

Haikal plays badminton 6 days a week and the total time is
720 minutes. How many minutes does he play badminton
every day?

Solve the problems.

30 minutes45 minutes

• Provide more problem solving exercises of various levels of difficulty.
AB

104

4 × 48 minutes
=          hours          minutes

3
       4 8 minutes
×        4

1 9 2 minutes

192 minutes = 180 minutes + 12 minutes
            = 3 hours + 12 minutes
                    = 3 hours 12 minutes

a

b

c

Method

LET’S TRY
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48

5.2.1
5.2.2

• Guide pupils to sing the song to the melody of “The Farmer in the Dell”.
• Divide pupils into two groups. Groups take turns to ask and answer
 questions until the last verse.

Thursday

TuesdaySunday

Saturday

Friday

Monday

Wednesday

One year – how many months?

One year – how many months?

Let’s all remember that,

One year is twelve months.

One week – how many days?

One week – how many days?

Let’s all remember that,

One week is seven days.

One minute – how many seconds?

One minute – how many seconds?

Let’s all remember that,

One minute is sixty seconds.

One hour – how many minutes?

One hour – how many minutes?

Let’s all remember that,

One hour is sixty minutes.

SCAN THIS

Let’s sing along.

AB

105-10
6

1 hour
= 60 minutes 1 minute

= 60 seconds

F

UN TIME
Saiz sebenar

49
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ES 6.1.1

6.2.1
6.3.1

LENGTH, MASS, AND
VOLUME OF LIQUID

Come rhyme with me.

• Guide pupils through the rhyme above.
• Instil values such as appreciating mother’s deeds and love our country.
• Introduce other measuring tools.

Ride along on my scooter
   My Modenas Elegan I call her
From centimetre to metre
   Divide one hundred for the answer.

Text a wish in telegram
   Happy Mother’s Day, mother
From kilogram to gram
   Multiply one thousand for the answer.

Every pupil must remember
   The largest planet is Jupiter
From litre to millilitre
   Multiply one thousand for the answer.

SCAN THIS
Saiz sebenar

50
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Finish

3 m

9 m 20 cm

6.1.1

11

CONVERT UNITS OF LENGTH

a

b

How many centimetres before the tortoise reaches
the finishing line?

It is 300 cm before the tortoise reaches the finishing line.

Convert 9 m 20 cm to cm.

9 m 20 cm =  920 cm

100 cm
   100 cm
+ 100 cm

300 cm

To convert m to cm,
multiply by 100.

1 m is equal
to 100 cm.

3 m =          cm

9 m 20 cm =          cm

9 m 20 cm         9 m = 900 cm
      20 cm

9 m 20 cm = 900 cm + 20 cm
                  = 920 cm

3 m = 3 × 100 cm
       = 300 cm

3 m =  300 cm

• Carry out simulation activities to convert units of metre to centimetre
 using objects or flash cards.
• Emphasise to pupils to multiply by 100 when converting m to cm.
• Surf https://www.homeschoolmath.net/worksheets/measurements/PDFs/

1 m = 100 cm

How do you convert
9 m to 900 cm?

Method 1

Method 2
Saiz sebenar

51
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ES 6.1.1

What is the length of this rope in m?2

3

4

400 cm =          m

400 cm = (400 ÷ 100) m
             = 4 m

150 cm

Convert the height of the
orangutan to m and cm.

150 cm = 100 cm + 50 cm
            = 1 m + 50 cm
     = 1 m 50 cm

Convert the following units.

d

a b c

e7 m 23 cm =          cm

cm

808 cm =          m          cm

200 cm

What is the height and width of the
picture frame in m and cm?

• Guide pupils to convert cm to m by dividing by 100.
• Surf http://www.metric-conversions.orgAB

107

150 cm =          m          cm

150 cm =  1 m 50 cm

The length of the rope is 4 m.400 cm =   4 m

400 cm

210 cm =          m          cm

106 cm =         m          cm

m

To convert cm to m,
divide by 100.

cm

LET’S TRY
Saiz sebenar

52
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ES

453 m + 390 m =          m

112 cm + 365 cm + 78 cm =          cm

112 cm + 365 cm + 78 cm =  555 cm

453 m + 390 m =  843 m

The distance from the horse stable to the giraffe
enclosure pass the zebra enclosure is 843 m.

6.1.2

2

11

ADDITION OF LENGTH

Find the distance from the horse stable to the giraffe
enclosure pass the zebra enclosure.

• Train pupils to add units of length by providing situations involving length,
height, and distance.

• Provide various questions based on the diagram above.

390 m

560 m

453 m

372 mGiraffe
enclosure

Elephant enclosure

Horse
stable

Zebra
enclosure

4 5 3 m
+ 3 9 0 m

8 4 3 m

1

1  1 2 cm
   3 6 5 cm
+    7 8 cm

5 5 5 cm

1  1
Saiz sebenar

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6.1.2

234 cm = 200 cm + 34 cm
             = 2 m + 34 cm
             = 2 m 34 cm

What is the distance from     to     ?
Write your answer in m and cm.

The distance from      to      is 2 m 34 cm.

87 cm + 1 m 64 cm + 1 m 32 cm =          m          cm

3

4

Add.

a b

c

d

45 m + 109 m =          m 38 cm + 62 cm =         cm

84 cm + 79 cm + 105 cm =         m          cm

30 m 27 cm + 11 m 36 cm =         m           cm

Add 37 m 85 cm and 2 m 15 cm. Give the answer in cm.

54 cm + 97 cm + 83 cm

=         m          cm

54 cm + 97 cm + 83 cm =  2 m  34 cm

1
      5 4 cm
      9 7 cm
+    8 3 cm

2 3 4 cm

87 cm + 1 m 64 cm + 1 m 32 cm =   3 m 83 cm

1
                8 7 cm
    1 m       6 4 cm
+ 1 m       3 2 cm

2 m     1  8 3 cm
+ 1      – 1  0 0

3 m       8 3 cm

• Guide pupils to regroup from centimetre to metre.
• Emphasise that if the total units of centimetre exceeds 100, convert 100 cm

to 1 m.

54 cm

97
 c

m

83 cm

AB

108

1

2

183 cm

100 cm     83 cm

100 cm = 1 m

LET’S TRY
Saiz sebenar

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ES6.1.3

2

11

SUBTRACTION OF LENGTH

What is the difference in height between Mount Murud
and Mount Ledang?

The difference in height between Mount Murud
and Mount Ledang is 1 147 m.

2 423 m – 1 276 m =          m

415 cm – 364 cm =          cm

415 cm – 364 cm =   51 cm

How much longer is Perodua Bezza
than Perodua Axia?

Perodua Bezza is 51 cm longer
than Perodua Axia.

2 423 m – 1 276 m =   1 147 m

3  11
   4 1 5 cm
– 3 6 4 cm

5 1 cm

Mount Ledang, Johor
1 276 m

Mount Murud, Sarawak
2 423 m

364 cm
Perodua Axia

415 cm
Perodua Bezza

• Use information about the height of buildings, distance of places,
 depth of oceans or straits to find the differences.

3  1 13
   2  4 2 3 m
– 1  2 7 6 m

1  1 4 7 m

11
Saiz sebenar

55
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NOT
ES 6.1.3

Subtract 23 m 77 cm from 30 m 58 cm.3

4

58 cm cannot subtract 77 cm.
So, convert 1 m to 100 cm.

100 cm + 58 cm = 158 cm

Discuss other methods
to get the answer.

a

c

d

b421 m – 157 m =          m

13 m 78 cm – 6 m 90 cm =          m          cm

50 m – 24 m 70 cm – 89 cm =         cm

Subtract 3 m 16 cm from 10 m. Give the answer in cm.

Find the difference between 90 m 5 cm and 72 m 80 cm.

930 cm – 485 cm =          cm

Subtract.

30 m 58 cm – 23 m 77 cm =          m          cm

30 m 58 cm – 23 m 77 cm =  6 m 81 cm

6 m – 3 m 24 cm – 96 cm =          cm

6 m – 3 m 24 cm – 96 cm =  180 cm

Convert 6 m to 600 cm.
Convert 3 m 24 cm to cm.
3 m 24 cm = 300 cm + 24 cm
                  = 324 cm

AB

109

1

2

3

1  17
   2 7 6 cm
–    9 6 cm

1 8 0 cm

5 10 10
   6 0 0 cm
– 3 2 4 cm

2 7 6 cm

9

• Guide pupils to regroup from metre to centimetre.
• Carry out activities to compare the height or length between two objects

found in the classroom, and find the difference.

2 9         15 8
   3 0 m   5 8 cm
– 2 3 m   7 7 cm

6 m   8 1 cm

LET’S TRY
Saiz sebenar

56
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ES

1

1

1

2

MULTIPLICATION OF LENGTH

What is the distance from the first pole to the fifth pole?

The distance from the first pole to the fifth pole is 60 m.

4 × 15 m =         m

5 × 84 cm =          cm

6.1.4

2
   1 5 m
×    4

6 0 m

2
      8 4 cm
×       5

4 2 0 cm

4 × 15 m =  60 m

Convert the answer
to m and cm. 4 m 20 cm.

15 m 15 m 15 m 15 m

5 × 84 cm =   420 cm

• Do multiplication on units of length through simulation activities
    or given pictures.

420 cm = 400 cm + 20 cm
     = (400 ÷ 100) m + 20 cm
          = 4 m + 20 cm
             = 4 m 20 cm

A child's crash
helmet is not an
accessory but
a requirement.

Keep your
distance.

Malaysians are
said to be polite.

Is it true?

The seat belt in
the back seat is

not a decoration.
Use it.

Red means
stop.
Saiz sebenar

57
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NOT
ES

6 × 6 m 80 cm =          m          cm

6.1.4

Find the length of a row of terrace houses.

The length of a row of terrace houses is 40 m 80 cm.

3

a

d

a

b

e5 × 18 m =          cm

Multiply.

6 × 9 m 25 cm =          m          cm

6 × 6 m 80 cm =  40 m 80 cm

6 m        8 0 cm
×                      6

3 6 m     4 8 0 cm
+    4      – 4 0 0

4 0 m        8 0 cm

2 7 m
×    4

b    1  0 8 cm
×       9

c    6 m  3 4 cm
×            3

40 m 80 cm =         cm

40 m 80 cm = 40 m + 80 cm
             = (40 × 100 cm) + 80 cm
                     = 4 000 cm + 80 cm
                     = 4 080 cm

40 m 80 cm =  4 080 cm

6 m 80 cm
?

AB

110

• Train pupils to multiply using repeated addition, number lines,
 and times tables.
• Explain to pupils the method of regrouping centimetre to metre.

LET’S TRY
Saiz sebenar

58
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ES

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ES

3 Divide 1 040 cm by 5.

6.1.5

1

DIVISION OF LENGTH

The overall length of the coaches of a train is 14 m.
Find the length of one coach.

The length of one coach of a train is 2 m.

14 m ÷ 7 =          m

14 m ÷ 7 =  2 m

Is the length of 2 m
the same as 200 cm?

2 m
7   1 4 m
  – 1 4
       0

1 9 0 cm
4   7 6 0 cm
  – 4
     3 6
  – 3 6
        0 0
     –   0
           0

12 760 cm ÷ 4 =          cm

1 040 cm ÷ 5 =          cm

cm
5   1   0  4  0 cm

760 cm ÷ 4 =  190 cm

• Explain the concept of division involving length or distance through
 simulation activities.

What is the
answer?
Saiz sebenar

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ES

NOT
ES

1  2 0 cm
8   9 6 0 cm
  – 8
     1  6
  – 1  6
        0 0
     –    0
           0

6.1.5
• Remind pupils to convert the unit if the answer required is in a different unit

from the question.
• Use suitable situations in school to carry out simulation activities such as

multiplying and dividing length.

a b c

d e

Divide 2 m by 4. State the answer in cm.

Divide.

864 cm ÷ 8 =         m         cm31 m ÷ 5 =          m         cm

17 m 40 cm ÷ 3 =          m          cm

960 cm ÷ 8 =         m          cm

120 cm = 100 cm + 20 cm
    = 1 m + 20 cm
    = 1 m 20 cm

The length of a horse stable is
17 m 40 cm. What is the length
of each section of the stable?

The length of each section of the
horse stable is 5 m 80 cm.

4

5

7   9 m 1 7 cm6   3 3 0 cm4   1  1 2 m

17 m 40 cm ÷ 3 =   5 m 80 cm

960 cm ÷ 8 =  1 m 20 cm

AB

111

1

2

5 m        8 0 cm
3   1  7 m        4 0 cm
  – 1  5      + 2 0 0
        2         2 4 0
                – 2 4
                       0 0
                   –    0
                          0

2 m is equal to 200 cm.

LET’S TRY
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CHER’S
TEA

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NOT
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NOT
ES

1

6.2.1
• State the relationship between kilogram and gram units through
 simulation activities and using scales.
• Emphasise that pupils must convert kilogram to gram by multiplying
 by 1 000.

1 kg = 1 000 g
Half kg = 500 g

Please weigh two
and a half kilograms

of fish for me.

This turnip is
4 kilograms.

2 kg 500 g

4 kg

State 2 kg 500 g in g.

2 kg 500 g       2 kg = 2 000 g

500 g

2 kg 500 g = 2 000 g + 500 g
   = 2 500 g

2 kg 500 g =         g

b

2 kg 500 g =  2 500 g

Convert 4 kg to g.

4 kg =          g

4 kg =  4 000 g

a

To convert kg to g,
multiply by 1 000.

Convert 2 kg
to 2 000 g.

4 kg = 4 × 1 000 g

= 4 000 g

CONVERT UNITS OF MASS
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ES 6.2.1

• Emphasise to pupils that to convert gram to kilogram, divide by 1 000.
• Surf http://wwwhomeschoolmath.net/worksheets/measuring.php

Convert the mass of an ostrich egg
to kg and g.

The mass of an ostrich egg
is 1 kg 400 g.

What is the mass of a Rafflesia flower in kg? 2

3 4

7 000 g =         kg

7 000 g = (7 000 ÷ 1 000) kg

= 7 kg

7 000 g =  7 kg

1 400 g =          kg          g

1 400 g =  1 kg 400 g

To convert g to kg,
divide by 1 000.

1 400 g = 1 000 g + 400 g

= 1 kg + 400 g

= 1 kg 400 g

a b c

d e

Convert the following units.

6 kg 8 g =          g 9 010 g =           kg           g

AB

112

What is the mass
of this cake in

kg and g?

1 400 g

1 950 g

7 000 g
The mass of a Rafflesia flower is 7 kg.

g     kg     kg           g

1 kg
1 kg

2 000 g 2 000 g
1 325 g 1 325 g

SUGAR

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NOT
ES

NOT
ES6.2.2

• Guide pupils to add units of mass based on situations and through
 simulation activities.
• Explain that the addition of units of mass is the same as addition
    of whole numbers.

1

ADDITION OF MASS
Calculate the total mass of the durians.

What is the total mass of the mangosteens?

Calculate the total mass of        and         .

The total mass of the durians is 81 kg.

The total mass of the mangosteens is 54 kg.

34 kg + 47 kg =          kg

28 kg + 19 kg + 7 kg =          kg

685 g + 975 g =         g

34 kg + 47 kg =   81 kg

685 g + 975 g =  1 660 g

28 kg + 19 kg + 7 kg =  54 kg

1  1
       6 8 5 g
+    9 7 5 g

1  6 6 0 g

1
    3 4 kg
+ 4 7 kg

8  1 kg

2
    2 8 kg
    1  9 kg
+    7 kg

5 4 kg

2

3

State the answer
in kg and g.

34 kg

28 kg

19 kg

47 kg

975 g

Ba na na
C h i ps

975 g

B a n a n a
C h i p s

685 g

D u r i a n
C h i p s

685 g

D u r i a n
C h i p s

The total mass of        and          is 1 660 g.
975 g

B a n a n a
C h i p s

685 g

D u r i a n
C h i p s

7 kg
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ES

NOT
ES 6.2.2

• Guide pupils to regroup from gram to kilogram.

Add 1 250 g, 786 g and 5 964 g. State the answer in kg.

1 250 g + 786 g + 5 964 g =          kg

2 kg 450 g + 1 kg 950 g + 2 kg 780 g =          kg          g

2 000 g is
equal to 2 kg.

4

5

1
   2 kg        4 5 0 g
    1 kg         9 5 0 g
+ 2 kg         7 8 0 g

5 kg     2  1 8 0 g
+ 2       – 2  0 0 0

7 kg          1 8 0 g

2   2  1
    1  2 5 0 g
       7 8 6 g
+ 5  9 6 4 g

8  0 0 0 g

2 kg 450 g + 1 kg 950 g + 2 kg 780 g =  7 kg 180 g

1 250 g + 786 g + 5 964 g =  8 kg

a

c

d

e

b

Add.

72 kg + 18 kg =          kg

2 364 g + 75 g + 3 561 g =         kg

30 kg 510 g + 920 g =         kg          g

6 kg 217 g + 1 kg 830 g + 2 kg 96 g =          kg          g

435 g + 262 g =          g

8 000 ÷ 1 000 = 8

AB

113

8 000 g is
equal to 8 kg.

LET’S TRY
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ES

NOT
ES

100 kg

2 350 g

350 g

66 kg

39 g

6.2.3
• In groups, carry out activities of subtracting units of mass based on situations

given using question cards.
• Train pupils to compare mass between objects and find the difference.

1

SUBTRACTION OF MASS

Find the difference in

mass between

and          .

How much more is the

mass of      than the

mass of     ?

100 kg – 66 kg =          kg

a b

2  3 5 0 g
–    3 5 0 g

2  0  0 0 g

100 kg – 66 kg =  34 kg

2 350 g – 350 g =          g

2 350 g – 350 g =  2 000 g

The mass of      is 2 000 g

more than the mass of     .
The difference in mass

between         and

is 34 kg.

0 10 10
    1 0 0 kg
–   6 6 kg

3  4 kg

9

How much less is the mass

of      than the mass of        ?
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NOT
ES

NOT
ES 6.2.3

• Guide pupils to regroup from kilogram to gram. Explain how to subtract
 according to the concept of kilogram and gram units, or according to place
 value.

7   10
   8  0 6 2 g
– 2  3 5 0 g

5  7 1 2 g

8 kg     6 2 g
– 2 kg  3 5 0 g

6 kg  3 1 2 g

Which answer is correct? Why?

2

3

7 kg 90 g – 5 kg 780 g =          kg          g

8 kg 62 g – 2 350 g =

8 kg 62 g = 8 000 g + 62 g
                = 8 062 g

7 kg 90 g – 5 kg 780 g =  1 kg 310 g

2 350 g = 2 kg 350 g

a

c

d

b102 kg – 47 kg =          kg

15 kg 650 g – 9 kg 340 g =          kg          g

30 kg 8 g – 19 kg 632 g =          g

Find the difference between 8 kg 100 g and 7 kg 550 g.

Subtract 4 201 g from 9 kg 60 g.

3 150 g – 765 g =          g

AB

114

Subtract.1

2

3

100 g

100 g
20 g

50 g

The mass of         may be          g.

6        1  0  9  0
    7 kg       9 0 g
– 5 kg    7 8 0 g

1 kg    3 1 0 g

0 10

MIND
CHALLENGE

MIND
CHALLENGE

LET’S TRY
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ES

NOT
ES

15 kg1 250 g 482 g

6.2.4
• Multiply units of mass through simulation activities or based on
    the situation given.
• Multiply using repeated addition, number lines, or times tables.

1

MULTIPLICATION OF MASS

Calculate the mass of
8 similar packets of rice.

The mass of 8 similar
packets of rice is 120 kg.

Calculate the mass of 4 packets of oats.

The mass of 4 packets of oats is 5 kg.

What is the mass of 7 jars
of strawberry jam?

The mass of 7 jars of
strawberry jam is 3 374 g.

8 × 15 kg =          kg  7 × 482 g =          g

4 × 1 250 g =          kg

a

c

b

1   2

1   2 5 0 g
×           4

5 0 0  0 g

5  1

4 8 2 g
×           7

3 3 7  4 g

4
        1 5 kg
×       8

1 2  0 kg

8 × 15 kg =   120 kg  7 × 482 g =   3 374 g

4 × 1 250 g =  5 kg

5 000 g = ? kg
5 000 ÷ 1 000 = 5

RICE

STRAWBERRY
JAM

OATS

Convert 5 000 g
to kg.5 kg
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NOT
ES

NOT
ES 6.2.4

• Focus on how to regroup from gram to kilogram.

2
    3  1  7 2  g
×           3

9  5 1  6  g

2

3

9 × 2 kg 300 g =          kg          g

3 × 3 kg 172 g =          g

3 × 3 kg 172 g =  9 516 g

9 × 2 kg 300 g =  20 kg 700 g

2 kg        3 0 0 g
×                           9

1 8 kg     2  7 0 0 g
+    2       – 2  0 0 0

2 0 kg         7 0 0 g

Which weights
are suitable to
be placed on
the scales?

d

f

e

g

Multiply.

5 × 2 000 g =          kg

9 × 1 kg 108 g =         g

6 × 4 kg 129 g =          kg          g

7 × 1 050 g =          kg          g

1  0 9 4 g
×           3

5 8 3 g
×       5

2 6 kg
×    4

a b c

1 kg 500 g 200 g 100 g 50 g

AB

115

Convert 3 kg 172 g to g.
3 kg 172 g = (3 × 1 000 g) + 172 g
                  = 3 000 g + 172 g
                 = 3 172 g

Why do we subtract
2 000 g and add 2 kg?

Explain.

350 g

350 g
350 g

?

MIND
CHALLENGE

MIND
CHALLENGE

LET’S TRY
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NOT
ES

NOT
ES6.2.5

• Explain the concept of division involving mass by doing simulation
 activities.
• Discuss nett mass, which means the mass of an item without the mass of

its container.

DIVISION OF MASS

What is the mass of anchovies
in each bowl?

Calculate the mass of
a packet of mussels.

The mass of anchovies in
each bowl is 150 g.

The mass of a packet
of mussels is 625 g.

600 g ÷ 4 =          g

5 kg ÷ 8 =          g

600 g ÷ 4 =  150 g

5 kg ÷ 8 =  625 g

2

3          6 2 5 g
8   5  0 0 0 g
  – 4  8
         2 0
      – 1  6
            4 0
        – 4 0
               0

1  5 0 g
4   6 0 0 g
  – 4
     2 0
  – 2 0
        0 0
     –    0
           0

600 g

5 kg

15 kg

1 Calculate the mass of a packet of green peas.

The mass of a packet of green peas
is 3 kg.

15 kg ÷ 5 =          kg

3 kg
5   1 5 kg
  – 1 5
        0

15 kg ÷ 5 =  3 kg
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ES

NOT
ES 6.2.5

• Remind pupils to convert the unit if the answer required is in a different
 unit from the question.
• Provide more questions in various forms such as number sentences,
 vertical forms, and situations.

4

5

30 kg 612 g ÷ 3 =          kg          g

8 kg 400 g ÷ 7 =          kg          g

8 kg 400 g ÷ 7 =  1 kg 200 g

8 400 g ÷ 7 =

30 kg 612 g ÷ 3 =  10 kg 204 g

Convert 1 kg to 1 000 g.
1 000 g + 400 g = 1 400 g

Does this question give
the same answer?

Discuss.

a b c

d e

Divide.

25 kg 200 g ÷ 7 =          kg         g45 kg ÷ 5 =          g

3   9 kg  2 1 0 g6   7 8 0 g4   3 2 kg

AB

116

1  0 kg     2 0 4 g
3   3 0 kg     6 1  2 g
  – 3 0       – 6
        0         0 1
                 –    0
                        1  2
                    – 1  2
                          0

1  kg         2 0 0 g
7   8 kg         4 0 0 g
  – 7       + 1  0 0 0
     1          1  4 0 0
              – 1  4
                     0 0
                  –    0
                        0 0
                     –    0
                           0

Try to divide 30 kg 612 g by 6.
What is the answer?

LET’S TRY
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NOT
ES

NOT
ES6.3.1

• State the relationship between the units of litre and millilitre by simulation
activities and using measuring tools.

• Make a scrapbook about the volume of liquid using sales brochures.

1

CONVERT UNITS OF VOLUME OF LIQUID

What is the volume of coconut water in mℓ?

The volume of coconut water is 2 000 mℓ.

2 ℓ =          mℓ

2 ℓ = 2 × 1 000 mℓ
      = 2 000 mℓ

2 ℓ =   2 000 mℓ
2 ℓ

Convert 4 ℓ 360 mℓ to mℓ.

4 ℓ 360 mℓ =          mℓ

4 ℓ 360 mℓ = 4 ℓ + 360 mℓ
                   = 4 000 mℓ + 360 mℓ
          = 4 360 mℓ

4 ℓ 360 mℓ =   4 360 mℓ

3

2

To convert ℓ to mℓ,
multiply by 1 000.

This date milk
is 1 litre.

1 ℓ

1 ℓ

1 litre equals
1 000 millilitres.

Try to convert
5 ℓ 93 mℓ to mℓ.

1 ℓ = 1 000 mℓ
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NOT
ES

NOT
ES 6.3.1

• Emphasise that to convert litre to millilitre, multiply by 1 000, and to convert
millilitre to litre, divide by 1 000.

CONVERT UNITS OF VOLUME OF LIQUID 4

5

What is the volume of water in ℓ?

Convert the volume of fabric softener to ℓ and mℓ.

8 000 mℓ

8 000 mℓ =          ℓ

8 000 mℓ = (8 000 ÷ 1 000) ℓ
                 = 8 ℓ

2 350 mℓ =          ℓ          mℓ

8 000 mℓ =    8 ℓ

The volume of water is 8 ℓ.

To convert mℓ to ℓ,
divide by 1 000.

2 350 mℓ

2 350 mℓ       2 000 mℓ = 2 ℓ
    350 mℓ
2 350 mℓ = 2 ℓ + 350 mℓ
        = 2 ℓ 350 mℓ

2 350 mℓ =  2 ℓ 350 mℓ

The volume of fabric softener is 2 ℓ 350 mℓ.

a b

Convert the following units.

Fabric
Softener

3 ℓ =           mℓ 10 ℓ =           mℓ

AB

117

f 7 ℓ 50 mℓ =          mℓ

d 9 000 mℓ =          ℓ

h 4 ℓ 68 mℓ =          mℓ

e 1 ℓ 940 mℓ =          mℓ

g 2 ℓ 3 mℓ =          mℓ

c 5 000 mℓ =          ℓ

i 6 150 mℓ =          ℓ          mℓ j 3 070 mℓ =          ℓ          mℓ

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NOT
ES

NOT
ES6.3.2

• Guide pupils to add volume of liquids based on situations
    and simulation activities.

ADDITION OF VOLUME OF LIQUID

1 What is the total volume of water in the barrel?

12 ℓ + 30 ℓ + 8 ℓ =          ℓ 670 mℓ + 340 mℓ =          m ℓ

670 mℓ + 340 mℓ = 1 010 m ℓ

The total volume of water
in the barrel is 44 ℓ.

35 ℓ + 9 ℓ =          ℓ

1
        6 7 0 mℓ
+     3 4 0 mℓ
   1   0 1 0 mℓ

1
    1 2 ℓ
   3 0 ℓ
+    8 ℓ
   5  0 ℓ

1
    3 5 ℓ
+    9 ℓ
   4  4 ℓ

35 ℓ + 9 ℓ =   44 ℓ

2 3

12 ℓ + 30 ℓ + 8 ℓ =   50 ℓ

How much water, in mℓ,
should be added to the
beaker to make it 2 ℓ?

35 ℓ

I pour another
9 ℓ of water.

State 1 010 mℓ
in ℓ and mℓ.

MIND
CHALLENGE

MIND
CHALLENGE
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ES

NOT
ES

2

6.3.2
• Guide pupils to regroup from millilitre to litre in addition.
• Provide more of exercises in various forms, such as number sentences,
 vertical forms, and situations.

1
    5 ℓ         7 2 0 mℓ
   2 ℓ            8 0 mℓ
+               9 8 0 mℓ
   7 ℓ     1  7 8 0 mℓ
+ 1     – 1  0 0 0

8 ℓ         7 8 0 mℓ

1    1
       3  8 5 0 mℓ
      4  1 2 0 mℓ
+    2  0 3 0 mℓ
   1  0  0 0 0 mℓ

4

5

Calculate the total volume of drinks.

The total volume of drinks is 10 ℓ.

3 850 mℓ + 4 120 mℓ + 2 030 mℓ =         ℓ

5 ℓ 720 mℓ + 2 ℓ 80 mℓ + 980 mℓ =         ℓ          mℓ

3 850 mℓ + 4 120 mℓ + 2 030 mℓ =   10 ℓ

5 ℓ 720 mℓ + 2 ℓ 80 mℓ + 980 mℓ =   8 ℓ 780 mℓ

(10 000 ÷ 1 000) ℓ = 10 ℓ

a

c

d

e

b

Add.

Bandung
drink

Corn
drink

Sugarcane
juice

67 ℓ + 25 ℓ =           ℓ
304 mℓ + 961 mℓ =          mℓ
1 055 mℓ + 3 498 mℓ + 447 mℓ =          ℓ
6 ℓ 730 mℓ + 9 ℓ 407 mℓ =          ℓ          mℓ

Total up 5 ℓ 50 mℓ and 2 750 mℓ. State the answer in mℓ.

38 ℓ + 9 ℓ + 27 ℓ =           ℓ

3 850 mℓ 4 120 mℓ 2 030 mℓ

AB

118

1

LET’S TRY
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NOT
ES

NOT
ES6.3.3

• Train pupils with mechanical questions in simple form using vocabulary
that means subtract.

SUBTRACTION OF VOLUME OF LIQUID

1 Find the difference between the two volumes of petrol below.

How much more is the volume of sunflower oil than olive oil?

The volume of sunflower oil is 2 250 mℓ more than olive oil.

3 500 mℓ – 1 250 mℓ =          mℓ

9 ℓ 480 mℓ – 2 ℓ 760 mℓ =          ℓ          mℓ

The difference between the two volumes of petrol is 38 ℓ.

85 ℓ – 47 ℓ =          ℓ

85 ℓ – 47 ℓ =  38 ℓ

2

3

3 500 mℓ – 1 250 mℓ =  2 250 mℓ

4  10
    3  5 0 0 mℓ
– 1  2 5 0 mℓ
   2   2 5 0 mℓ

7 15
    8 5 ℓ
 – 4 7 ℓ
   3  8 ℓ

85 ℓ 47 ℓ

1 250 mℓ

9 ℓ 480 mℓ – 2 ℓ 760 mℓ =  6 ℓ  720 mℓ

OLIVE
OIL

SUNFLOWER OIL

3 500 mℓ

8      1  4  8 0
   9 ℓ    4 8 0 mℓ
– 2 ℓ    7 6 0 mℓ
   6 ℓ    7 2 0 mℓ

0 14
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NOT
ES

NOT
ES 6.3.3

• Remind pupils to convert the unit if the answer required is in a different
unit from the question.

4

5

What is the remaining volume of water in the
big bottle after the small bottle is filled?

The remaining volume of water in the big bottle is 5 905 mℓ.

10 ℓ – 4 095 mℓ =          mℓ

10 ℓ – 4 095 mℓ =  5 905 mℓ

5 ℓ 200 mℓ – 1 680 mℓ =          ℓ          mℓ

5 ℓ 200 mℓ – 1 680 mℓ =   3 ℓ 520 mℓ

4 095 mℓ

10 ℓ

a

c d

e

f

g

h

b

Subtract.

90 ℓ – 36 ℓ =           ℓ

71 ℓ – 64 ℓ =          mℓ
9 ℓ 750 mℓ – 4 ℓ 10 mℓ =          ℓ          mℓ
5 ℓ 620 mℓ – 2 ℓ 700 mℓ =          ℓ          mℓ

8 ℓ – 3 ℓ 150 mℓ =          mℓ

6 ℓ 30 mℓ – 5 640 mℓ =          mℓ
10 ℓ – 8 920 mℓ =          ℓ          mℓ

1 100 mℓ – 480 mℓ =           mℓ

What is the balance if
3 ℓ 520 mℓ is subtracted

from 5 ℓ 200 mℓ?

AB

119

0 10  1010 10
    1 0  0 0 0 mℓ
–   4  0 9 5 mℓ
      5   9 0 5 mℓ

9 9 9

4     1  2  0  0
   5 ℓ    2 0 0 mℓ
– 1 ℓ     6 8 0 mℓ
   3 ℓ    5 2 0 mℓ

0 1 10
11

LET’S TRY
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NOT
ES

NOT
ES6.3.4

• Train pupils to multiply volume of liquids by using repeated addition or
times tables.

MULTIPLICATION OF VOLUME OF LIQUID

1 What is the volume of 6 similar bottles
of fresh milk?

4 × 250 mℓ =          mℓ

3 × 3 ℓ 120 mℓ =          ℓ          mℓ

The volume of 6 similar bottles of fresh milk is 12 ℓ.

6 × 2 ℓ =          ℓ

6 × 2 ℓ =  12 ℓ

2

3

2
        2 5 0 mℓ
×           4

1   0 0 0 mℓ

3 ℓ  1 2 0 mℓ
×              3

9 ℓ  3 6 0 mℓ

2 ℓ
 ×    6

1 2 ℓ

4 × 250 mℓ =  1 000 mℓ

3 × 3 ℓ 120 mℓ =   9 ℓ 360 mℓ

MILK

What is 9 ℓ 360 mℓ in mℓ ?

2 ℓ

250 mℓ

Orange
Juice

250 mℓ

Orange
Juice

250 mℓ

Orange
Juice

250 mℓ

Orange
Juice
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NOT
ES

NOT
ES 6.3.4

• Carry out multiplication of volume of liquid using pictures from sales
brochures to enhance pupils’ understanding.

3
        6 5 0 mℓ
×            7

4   5 5 0 mℓ

4

2 ℓ         4 5 0 mℓ
×                       8

1 6 ℓ      3  6 0 0 mℓ
+   3     – 3  0 0 0

1 9 ℓ         6 0 0 mℓ

4

5

Find the volume of 7 similar bottles of shampoo.

The volume of 7 similar bottles of shampoo is 4 ℓ 550 mℓ.

7 × 650 mℓ =          ℓ          mℓ

7 × 650 mℓ =   4 ℓ 550 mℓ

8 × 2 ℓ 450 mℓ =          ℓ          mℓ

8 × 2 ℓ 450 mℓ =   19 ℓ 600 mℓ

a

c d

e

f

b

Multiply.

SHAMPOO

4 × 12 ℓ =          ℓ

2 × 4 ℓ 500 mℓ =          ℓ
7 × 1 ℓ 420 mℓ =          ℓ          mℓ
9 × 2 ℓ 400 mℓ =          ℓ          mℓ

6 × 925 mℓ =          ℓ          mℓ
3 × 750 mℓ =           mℓ

Try calculating the
volume of these

5 bottles of shampoo.
Give the answer in ℓ.

3 000 mℓ
equals 3 ℓ.

4 550 mℓ = 4 000 mℓ + 550 mℓ
                = 4 ℓ + 550 mℓ
        = 4 ℓ 550 mℓ

AB

120

650 mℓ

1 ℓ 200 mℓ

1 ℓ 200 mℓ SHAMPOO

LET’S TRY
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NOT
ES

NOT
ES

1 ℓ 20 mℓ = 1 000 mℓ + 20 mℓ
                = 1 020 mℓ

6.3.5
• Carry out simulation activities using graduated containers.

DIVISION OF VOLUME OF LIQUID

1 What is the volume of
water in each pail?

900 mℓ ÷ 2 =          mℓ 1 ℓ 20 mℓ ÷ 6 =         mℓ

1 ℓ 20 mℓ ÷ 6 =  170 mℓ

The volume of water in each pail is 8 ℓ.

24 ℓ ÷ 3 =          ℓ

2 3

8 ℓ
3   2 4 ℓ
  – 2 4
        0

4 5 0 mℓ
2   9 0 0 mℓ
  – 8
     1  0
  – 1  0
        0 0
     –    0
           0

1  7 0 mℓ
6   1  0 2 0 mℓ
  –    6
        4 2
     – 4 2
           0 0
        –    0
              0

24 ℓ ÷ 3 =  8 ℓ

24 ℓ of water is
filled equally in

3 pails.

If 900 mℓ of glue is filled
equally in 4 bottles, what

is the volume of glue
in each bottle?

900 mℓ ÷ 2 =  450 mℓ

24 ℓ
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ES

NOT
ES

6.3.5
• In groups, carry out quizzes orally or in writing.

4 57 ℓ 500 mℓ ÷ 5 =           ℓ            mℓ

7 ℓ 500 mℓ ÷ 5 =  1 ℓ 500 mℓ

11 ℓ ÷ 8 =            ℓ             mℓ

11 ℓ ÷ 8 =  1 ℓ 375 mℓ

a

c

e

b

d

f

Divide.

32 ℓ ÷ 4 =          ℓ

1 ℓ 10 mℓ ÷ 5 =          mℓ 9 ℓ 120 mℓ ÷ 6 =         ℓ         mℓ

6 ℓ ÷ 8 =         mℓ

Divide 9 873 mℓ by 9. State the answer in ℓ and mℓ.

9 ℓ 240 mℓ ÷ 7 =         ℓ         mℓ

840 mℓ ÷ 3 =          mℓ

Discuss other
methods to find

the answer.

AB

121

2

1

A watermelon with a
mass of 4 kg has an
estimated 3 600 mℓ
volume of water.
What is the estimated
volume of water
in a watermelon
with a mass of 1 kg?

1  ℓ         5 0 0 mℓ
5   7 ℓ         5 0 0 mℓ
  – 5    + 2  0 0 0
     2       2  5 0 0
            – 2  5
                   0 0
                –    0
                      0 0
                   –    0
                         0

1  ℓ         3 7 5 mℓ
8   11 ℓ               0 mℓ
  –  8    + 3  0 0 0
      3       3  0 0 0
             – 2  4
                    6 0
                 – 5 6
                       4 0
                    – 4 0
                          0

MIND
CHALLENGE

MIND
CHALLENGE

LET’S TRY
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ES

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ES6.4.1

• Guide pupils to create stories based on the number sentences using daily
situations.

• Carry out a story creating competition. Interesting stories with appropriate
pictures will be presented to the class.

1

1

1

1

2

3

15 m + 28 m = 43 m

3 × 250 g = 750 g

1 ℓ 200 mℓ ÷ 4 = 300 mℓ

Aishah bought 15 m of white cloth and
28 m of printed cloth to make curtains.
The total length of cloth is 43 m.

Mother uses 3 blocks of butter to make
biscuits. The mass of a block of butter is
250 g. The total mass of the butter used
is         .

The volume of sugarcane juice in a jug

is          ℓ          mℓ. The sugarcane juice

is poured equally into          glasses.

Each glass is filled with          mℓ of

sugarcane juice.

Create stories.

4 kg 750 g + 1 kg 250 g = 6 kg 13 ℓ 500 mℓ ÷ 9 = 1 ℓ 500 mℓ

2 m 70 cm – 1 m 65 cm = 1 m 5 cm 8 × 625 mℓ = 5 000 mℓa b

c d

1 ℓ 200 mℓ

AB

122-12
3

CREATE STORIES

LET’S TRY
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ES

NOT
ES 6.4.2

• Guide pupils to solve problems by drawing diagrams.

The total length of ribbons used is 3 m 19 cm.

Akmal’s mass is 29 kg.

235 cm of red ribbon, 84 cm of blue ribbon

the total length of ribbons used in m and cm

The picture shows the length of blue ribbon
and red ribbon that Anis uses to make ribbon
flowers. Calculate the total length of ribbons
used, in m and cm.

Lily’s mass is 32 kg. Her mass is 3 kg more than Akmal’s
mass. What is Akmal’s mass?

Lily’s mass

Akmal’s mass

1

2

1
    2 3 5 cm
+    8 4 cm

3 1 9 cm

319 cm         300 cm = 3 m

19 cm

391 cm = 3 m 19 cm

235 cm + 84 cm =   3 m 19 cm

235 cm + 84 cm =          m          cm

32 kg – 3 kg =          kg

235 cm

32 kg

3 kg
?

3 2 kg
–    3 kg

2 9 kg

2 12

84 cm

SOLVE THE PROBLEMS

Given

Find

Method

Method
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ES

NOT
ES6.4.2

• Train pupils to solve daily problems involving addition, subtraction,
 multiplication, and division using various suitable strategies.

The volume of bandung
drink is 17 ℓ.

17 ℓ ÷ 8 =          ℓ          mℓ

5 × 3 ℓ 400 mℓ =          ℓa

b

Calculate the volume of the
bandung drink in ℓ.
Tini poured the bandung drink
into 8 jugs. What is the volume,
in ℓ and mℓ, of the bandung
drink in l jug?

a

b

Tini prepared two different drinks as shown in the table below.3

5 × 3 ℓ 400 mℓ =   17 ℓ

I check by
repeated addition.

3 ℓ         4 0 0 mℓ
×                        5

1 5 ℓ     2  0 0 0 mℓ
+    2     – 2  0 0 0

1 7 ℓ               0 mℓ

Drink
Barley

Bandung
drink

Volume
3 ℓ 400 mℓ

5 times the volume

of barley drink

2 ℓ        1  2 5 mℓ
8   17 ℓ              0 mℓ
  – 16    + 1  0 0 0
       1        1  0 0 0
            –     8
                    2 0
                – 1  6
                       4 0
                    – 4 0
                          0

AB

124-12
6

17 ℓ ÷ 8 =   2 ℓ 125 mℓ
The volume of bandung drink in 1 jug is 2 ℓ 125 mℓ.

Method

Method
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ES

i.  Calculate the total mass of the
 pineapple and jackfruit.

ii.  How much more is the mass of
 the jackfruit than pineapple?

Lina made 2 ℓ 520 mℓ of cocoa drink. She poured the drink
equally into 8 cups. Calculate the volume, in mℓ, of the cocoa
drink in each cup.

Solve the problems.

6.4.2
• Provide exercises in worksheets and question cards.
• Guide pupils to form questions from pictures chosen in the Fun Project.

Fruit

Pineapple

Jackfruit

Mass

983 g

4 kg 450 g

i.  State the length of the yellow hose in cm.

ii.  What is the length, in m and cm, of the green hose?

a

b

c

pictures from sales
brochures and the
Internet, glue,
coloured paper,
pen, scissors

3 pupils per group

2

3

4

Paste pictures related to length,
mass, and volume of liquids.

Decorate the scrapbook.

Create questions involving
addition, subtraction,
multiplication, and division.

Present your group’s work.

1

The length of
this yellow hose

is 1 m 35 cm.

The length of this
green hose is

4 times the length
of the yellow hose.

FUN PROJECT

Participants

Tools/Materials Method

LET’S TRY
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ES

NOT
ES

Let’s sing together. Find the answers.

6.1
6.2
6.3

• Sing the song to the melody of “If You Are Happy and You Know It”.
• Guide pupils to answer the questions.
• Teachers are encouraged to add other questions.

AB

127-12
8

1     1  2 5 ℓ
–     4 3 ℓ
              ℓ

2 4 × 70 g =          g

3 1 380 cm + 920 cm =         m

If you’re ready and you’re smart look at the board
Let’s think carefully and try to work it out
Two hundred and five, I figure it out
Yes that’s the answer, say it loud.

If you’re ready and you’re smart let’s count together
It’s so easy come on let’s all remember
Thirty-two, yes it’s true
That’s the answer, yes it’s true
Now I need you to answer my questions, too.

32 cm

8   256 cm

2 m 5 cm

=  205 cm

Answer
my

questions.

SCAN THIS

F

UN TIME
85

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ES 7.1.1•  Guide pupils to relate real objects with 3-D shapes to learn more about

square prisms, rectangular prisms, and triangular prisms.

SHAPES

Ladies and gentlemen,
on this triangular prism

is Onyet!

The clown is standing
on a cuboid.

Wow! The elephant is
dancing on a cube.

A cube is a square prism.

RECOGNISE PRISMS AND NON-PRISMS
11
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1

7.1.1
7.1.2

• Ask pupils to name objects around them that have the characteristics of
prisms.

• Emphasise that a prism is named based on the same shape of the two
opposite surfaces.

2
I am a cube. You
can also call me
square prism.

I am a
triangular prism.

flat
surface

base

edge

vertex

✿ 6 flat surfaces
 of equal size
✿ 8 vertices
✿ 12 edges

a

b

c

base

edgeflat surface
vertex

Talk about the same characteristics in prisms.

✿ 6 flat surfaces
✿ 8 vertices
✿          edges

AB

129-13
0

SCAN THIS

SQUARE
PRISM

RECTANGULAR
PRISM

✿         flat surfaces
✿         vertices
✿  9 edges

TRIANGULAR
PRISM

base

edge

flat surface

vertex

I am a cuboid or
rectangular prism.
87

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ES

Sphere  Cylinder  Pyramid  Cone

3

4

•  Carry out activities of cutting objects like cuboid-shaped cakes, polystyrene
in the shape of triangular prisms, and cube-shaped sponges to look at two
opposite surfaces of equal shape (cross-section).

7.2.1

When a prism is
cut, it still has the

same shape.

These sphere,
cone, and

cylinder shapes
have curved

surfaces.

Let’s see why these four shapes are non-prisms.

A pyramid has vertices,
edges, and flat surfaces.

✿ has 5 or more flat surfaces.
✿ has 2 opposite surfaces of the same shape and size,
 each called the base.
✿ has no curved surfaces.

A PRISM:

AB

131

All of these
shapes are
non-prisms.

SCAN THIS

Characteristics
     of prism

Shape

Sphere
Cone
Pyramid
Cylinder

✗
✗

✓

✗

✗
✗

✗

✗
✗

✓

✗✓

5 or
more flat
surfaces

2 opposite
surfaces of
the same

shape (base)

no curved
surfaces
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ES

BA 2

7.2.1
• Prepare suitable mind maps and pictures of prisms and non-prisms.
 Ask pupils to paste prism and non-prism shapes on the mind map.

Build a mind map or chart as given below:

SHAPEprismsquare
prism

pyra
m

id

cylinderrectangular
prism

triangular
prism

sp
her

e

Name the prisms below.

a cb

non-prism

Below are nets of three-dimensional shapes.

Jeny joins the prism net together.
Liza joins the non-prism net together.
Name the shapes that Jeny and Liza form.

cone

LET’S TRY

FUN PROJECT

MIND
CHALLENGE

MIND
CHALLENGE
89

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ES

• Explain that regular polygons must have straight sides of equal length.
 Polygons with sides of unequal lengths are irregular polygons.
• Use geoboards and dotted paper to build regular polygons and then
 name them.

7.3.1

RECOGNISE REGULAR POLYGONS

1

5 straight sides

7 straight sides

8 straight sides6 straight sides

regular
polygon

pentagon

octagonhexagon

heptagon

A regular polygon
is a two-dimensional

shape.

✿ has 3 or more straight sides of equal length.
✿ has 1 flat surface.
✿ has no curved sides.

Which diagram
is a regular

polygon? Why?

A

B

C E

D

Jeny joins the prism net together.
Liza joins the non-prism net together.
Name the shapes that Jeny and Liza form.

REGULAR POLYGON
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ES

2

• Carry out activities to build polygon frames using matchsticks and straws.
• Carry out quizzes to identify polygons based on pictures of situations.

7.3.1

pentagon

heptagon

corners

straight
  sides

If the base
of this prism
is traced out,

what shape is
formed?

Name the polygons that have the following characteristics.

a b c

A hexagon has
6 corners and 6 sides.

hexagon

Which regular polygon is formed
when the six triangles above are
combined together?

corner

straight
side

flat surface

octagon

corners

straight
  sides

6 corners

6 straight sides

8 corners

8 straight sides

7 straight sides

7 corners

AB

132-13
3

a

b c

LET’S TRY

MIND
CHALLENGE

MIND
CHALLENGE

A pentagon has 5 corners.
It also has 5 sides.
91

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ES

•  Carry out a contest to make patterns based on pupils’ creativity. 7.3.2

We pasted
colourful polygons.

We made fish
and butterfly

patterns.

I want to make patterns
from these pentagons.

What is the
shape used in
this pattern? Try and make your

favourite pattern.

CREATE PATTERNS

1

2

AB

134, 15
5

This is a flower pattern.
I used 6 pentagons.

LET’S TRY
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ES

• Emphasise that the axis of symmetry occurs with three-dimensional and
two-dimensional shapes. Discuss the axes of symmetry of heptagon
and octagon.

• Carry out activities to explore the axis of symmetry using various shapes
inside and outside the classroom.

7.4.1

1

2

Look at the picture.
Is the blue line an
axis of symmetry?

AXIS OF SYMMETRY
If this picture is folded along
the blue line, both parts will
overlap each other exactly.

Regular pentagon has 5
axes of symmetry because
there are 5 straight sides.

This picture
of a house

has 1 axis of
symmetry.

AB

135

A straight line
that divides
any shape or
diagram into
two equal parts
of the same
shape and size.

AXIS OF
SYMMETRY

This blue line is called
the axis of symmetry.
93

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ES

Axis of symmetry

7.4.1•  Guide pupils to explore axes of symmetry by drawing lines of symmetry
on picture cards of various shapes, by folding and cutting paper, as well as
using MS Word.

•  Modify and use various materials or objects to find axes of symmetry.

Fold the paper shirt until one part
overlaps exactly on the other part.

Unfold the paper shirt. Draw
a line along the fold.

Label the axis of symmetry.

paper shirt,
pen, ruler

1

2

3

How many axes of symmetry do these shapes have?

a b c d

LET’S TRY

FUN PROJECT

Tools/Materials

Method
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ES 7.5.1

• Give more problem-solving questions using checklist tables or trial and error
method to reinforce pupils’ understanding.

A cuboid is a rectangular prism.

6 corners, 1 corner more
than a pentagon

NO

heptagon          hexagon

7 corners, 2 corners
more than a pentagon

YES

SOLVE THE PROBLEMS

1

2

Puan Salina sticks three pictures on the
whiteboard. She asks Azian to choose
a picture of a prism. Which picture
is chosen by Azian? Why?

Wong cuts a shape. It has 2 corners more than a
pentagon. What is the shape?

Given   pictures of a cone, cuboid, and sphere

Find   picture of a prism

Method   make a checklist table

Method     trial and error 1                          trial and error 2

Azian chooses           because it has 6 flat surfaces,
its opposite surfaces are of the same shape,

and it has no curved surfaces.

The name of the shape is heptagon.

Which one is a prism?

✗ ✗ ✗

Characteristics
of prism

Shape

Cone
Cuboid

✗
✓

✗
✓ ✓

✗

5 or
more flat
surfaces

2 opposite
surfaces of the

same shape
(base)

no curved
surfaces

Sphere
95

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ES

• Encourage pupils to explore other ways to determine axis of symmetry
 such as folding picture cards.
• Emphasise that there are shapes that have more than one axis of symmetry.

7.5.1

Zaki takes the picture card of a handkerchief.

3 Chin has three picture cards.

He asks Zaki to select a picture card that has more
than one axis of symmetry. Which picture card does
Zaki take?

Method   draw axis of symmetry

1 axis of symmetry

2 axes of symmetry1 axis of symmetry

Solve the problem.

Jaslina has three flash cards.
She chooses a regular polygon card.
Which card has she chosen?
Give your reasons.

AB

136

LET’S TRY
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ES

• Ask pupils to decide on the order of players and set of coloured chips.
 A player loses a turn for an incorrect answer.
• Instil cooperation, tolerance, and honesty while playing.

NO AXIS OF
SYMMETRY

FOUR AXES OF
SYMMETRY

8 VERTICES

HEPTAGON OCTAGON

PRISM PENTAGON
ONE AXIS OF

SYMMETRY

NON-PRISM
TWO AXES OF

SYMMETRY

question cards, 3 blue chips,
3 yellow chips, 3 red chips

3 pupils per group

QUESTION CARDS

GAME
BOARD

Put all the question cards face down. The first player picks a
 card. Find the answer on the game board.

 Place a chip on the answer that matches the question on the
 game board.

 The next player takes his/her turn.

 The player who places three chips of        ,     ,     , or      first,
 is the winner.

7.1.1, 7.1.2,
7.2.1, 7.3.1,
7.4.1

1

2

3

4

AB

137-13
8

W I N N E R

G M

L

Tools/Materials

Participants

Method

WHO IS THE WINNER?WHO IS THE WINNER?

F

UN TIME
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ES 8.1.1

LOCATION

RECOGNISE LOCATION
1 The picture shows 4 family members planting paddy seedlings.

Their paddy field has 4 columns and 3 rows.

Acik is at
column 1, row 2.

Where is Uda?

Along

Angah

Uda

hut

Acik

North

South

West East

•  Emphasise that the location of an object must be referred to a reference point.
• Guide pupils to state the location of an object using words such as to the

right for east, to the top for north, left, backwards, column, and row.
 Explain about north and east on the points of a compass.
• Carry out activities to state pupils’ locations from the teacher’s table in the

classroom.

AB

139

Angah is at 3 squares to
the right and 1 square
to the top from the hut.

Along is at 2 squares
to the east and

3 squares to the north.
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ES 8.1.2• Guide pupils to state the location of objects based on the horizontal and

vertical axes.
• Ask pupils to name other pupils based on their location in the diagram above.

2 The location of pupils during a test.

A to E is on the
horizontal axis.

Who are at A2, B1 and E3?

Who sits at A3?

Jas sits at A3.

The class monitor sits at D4.

Tan is the class monitor.

The pupil at C5 is a prefect.

The pupil is          .

a

b

c

The location of an
object is written

using the horizontal
axis first, followed

by the vertical axis.

5

4

3

2

1

A B C D E

1 to 5 is on the
vertical axis.
99

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ES

3

•  Guide pupils to carry out paper-folding activities to make grids and paste
pictures of objects they like on the grid. Pupils use the grid to state the
location of objects on the grid.

8.1.2

Picture of location of games in a funfair.

The horizontal
axis is columns.

The vertical axis
is rows.

What game is in the same column as the haunted house?
 The train is in the same column as the haunted house.

 What game is at row 4?
 Spinning cups and bumper car are at row 4.

Complete the table of location of games below.

a

b

c

E2 A4 C3 B1

big
wheel

spinning
cups

Location

Game

AB

140-14
1

1

A B C D E
duck fishing

train

haunted
house

spinning
cups

bumper
car

big wheel

2

3

4

HAUNTED

HOUSE
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ES

BA 2

8.1.1
8.1.2

• Provide a variety of exercises to identify the location of objects in everyday
life such as the location of decorative items on racks.

The Kedah state flag is 2 squares to the          and
 squares to the top.

The Perlis state flag is at column         .

The Melaka state flag is at row         .

The          state flag is at A1.

The          flag, the state that is also known as the Land Below
 the Wind is at D5.

a

b

c

d

e

Complete the following.

5

4

3

2

1

A B C

State Flags

D E

LET’S TRY
101

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ES

The spinning tops station is at E5.

The baling tin station is at B2.

The tating lawi ayam station is at         .

• Guide pupils to write the location of objects by indicating the horizontal axis
first, followed by the vertical axis.

•  Discuss traditional games.

8.1.3

DETERMINE LOCATION

The marbles station is at
column D, row 4.
Its location is D4.

Among the congkak, hopscotch, and
batu seremban stations, which station is the

nearest to the marbles station?

AB

142

baling tin

tating lawi
ayam

congkak

spinning
tops

batu
seremban

SCAN THIS

Traditional Game Stations

1

A B C D E

2

3

4

5

State the location of
the marbles station.

marbles

hopscotch
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ES

• Guide pupils to label horizontal and vertical axis on the chessboard. Ask
pupils to state the locations of the King, Castle, Queen, Knight, Pawn,

and Bishop.

8.1.3

Look at the location of animal enclosures in a zoo.
State the location of enclosure of:

Liew wants to read
a storybook. He
has weak eyesight.
What is the location
of the object that he
needs?

elephant.

hippopotamus.

tapir.

orangutan.

tiger.

hornbill.

3

2

1

A B C

4

3

2

1

A B C D E

a

d

b

e

c

f

LET’S TRY

MIND
CHALLENGE

MIND
CHALLENGE
103

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ES

•  Using the situation above, ask pupils orally about the location of other
places of interest to visit.

• Ask pupils to talk about the benefits of visiting the places above.

8.2.1

SOLVE THE PROBLEMS

1 The picture shows the locations of a flower garden, Petrosains,
museum, bird park, and theme park. Encik Karim took his
family to A3 during the school holidays. Where did they go?

Given         the picture of the place at A3

Look at column A, row 3. The place at A3 is Petrosains.

They went to Petrosains.

Find           name of the place

Method

1

2

3

4

A B C D
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ES

• Provide various problem-solving questions and carry out simulation
activities in the classroom to reinforce pupils’ understanding such as to find
the locations of a house, school, mosque, mall, and hospital.

8.2.1

2 A picture of the location of four types of clothing.

The most suitable type of clothing is sportswear.
Their location is at C3.

Rekha is taking part in a telematch.
What type of clothing is suitable?
State the location.

Given         taking part in a telematch

Find        most suitable type of clothing and their location

Method      Make a table.

Clothing
dress pyjamas sportswear school

uniform

A2 B4 C3 D2

✗✗✗ ✓Suitable
Location

AB

143-14
4

DA

1

2

3

4

B C
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ES

Swee Lin and her mother are taking a bus from Johor Bahru to
Penang. The bus stops for a break at C2. After three hours, the bus
stops at Taiping. State:

the location of the bus terminal in Johor Bahru.

the location of the bus terminal in Penang.

the rest area at C2.

the location of the rest area in Taiping.

Solve the problem below.

a

b

c

d

• Provide various problem-solving questions like the location of other states
    on the grid.
• Use maps of Sabah and Sarawak to name the location of tourist spots.

8.2.1

EDCBA

1

2

3

4

5

Bus Route from Johor to Penang

LET’S TRY
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ES

8.1.3• Modify the game to suit the school situation. For example, use tiles,
mahjong papers, and other suitable materials.

• Instil values of cooperation and tolerance.

pencil, rubber,
dough

Play Grid Score Table

3 pupils per
group and
a referee

Determine the referee and the players’ turns.

Each player takes turns to toss the dough three times onto
 the play grid.

Write the location of the dough on the picture.

Record your marks based on the score table.

1

2

3

4

5 The player with the highest marks wins.

Object

Object

Marks 2

5

3

4

4

2

1

3Marks

AB

145-14
6

Player First

1
2
3

Second Third

Toss

Total

Dough
location

Dough
location

Dough
location

Marks Marks Marks

Tools/Materials   Participants

Method

TOSS AND WINTOSS AND WIN

F

UN TIME
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NOT
ES 9.1.1•  Guide pupils to collect, classify, and sort data. Ask pupils to draw tables

to sort the collected data.

DATA

COLLECT, CLASSIFY, AND SORT DATA
Anuar collects data on colours of cars that pass by in front
of his house.

I collect data on colours of
cars. There are four colours.

1

white, red, blue, white, red, red,
black, white, red, blue, white, black,
red, white, white, white, red, black,
black, red, red, white, black, black,
blue, white, white, white, white, red
108

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ES

white, red, blue, white, red, red,
black, white, red, blue, white, black,
red, white, white, white, red, black,
black, red, red, white, black, black,
blue, white, white, white, white, red

9.1.1
• Show examples of data that pupils can collect.
• Guide pupils to collect data using various methods such as through

observations, questionnaires, and interviews.

Let’s classify
and sort this

data.

The data shows the favourite juice of a group of pupils. Classify
and sort the data in a table. Make a tally.

Rina Alia Lin Muna Hani Ramesh Lim Linda Hilmi Nelson

Sali Ranjit Aileen Chew Nina Haziq Samuel NabilaSiew May Harith

Kumar Nadim Sarah Lokman Nani Adam Maya Wani Ana Vinod

AB

147

Method 1  Method 2

Colour
of car Tick Number

White 12

3

9

6

Blue

Red

Black

✓✓✓✓✓✓
✓✓✓✓✓✓

✓✓✓✓✓
✓✓✓✓

✓✓✓✓✓✓

✓✓✓

Colour
of car Tally Number

White 12

3

9

6

Blue

Red

Black

2

Data of colours of cars

Which method is easier?

LET’S TRY
109

Saiz sebenar
TEA

CHER’S

NOT
ES

•  Carry out question and answer activities to obtain information from
    pie charts.

9.2.1

Title

12 9

6

3

The data below is displayed in a circle.
This is known as pie chart.

Four colours of cars are observed.
The number of red cars is         . There are          black cars.
The least number of cars is         .

RECOGNISE PIE CHART

Observation Colours of Cars

Look at the pie chart and complete the sentences below.

There are          pupils born in
March.

The number of pupils born in
the month of          is the least,
with          pupils.

The birth month of the largest
number of pupils is         .

Pupils’ Birth Months a

b

c

White cars
are the most.

There are
12 cars.

Key:

Key:

Blue car

March

10
5

8
13

August

April

June

Red car

Black car

White car

AB

148

LET’S TRY

The largest
part shows the
most number

of cars.
110

Saiz sebenar
TEA

CHER’S

NOT
ES

BA 2

9.3.1• Guide pupils to relate similar information displayed in pictographs, bar charts,
and pie charts.

• Discuss the difference in ways of representing data between the three
charts.

RELATIONSHIP BETWEEN PICTOGRAPH,
BAR CHART, AND PIE CHART

All three charts
represent the
same data.

Yes, there
are 8.

Sara’s books are the
most in the pictograph.

Who reads
books the most?
111

Saiz sebenar
TEA

CHER’S

NOT
ES

• Carry out activities of reading information and answering questions based
on pictographs, bar charts, and pie charts that represent the same data.

9.3.1AB

149-15
0

The pictograph, bar chart, and pie chart show that
and         read the same number of books, which is         .

Therefore, Sara reads
books the most.

I’m looking at the
bar chart. The

bar for Sara is the
highest.

The largest
part of the

pie chart is 8.
112

Saiz sebenar
TEA

CHER’S

NOT
ES

The title of the pictograph, bar chart, and pie chart is              .

The symbol      in the pictograph and 1 graduation of the bar

chart represents         .

The symbol     , which is the most, the longest bar, and the

largest part, shows that the         is sold the most.

The         is sold the least and is represented by 2      symbol,

the shortest bar, and the smallest part.

a

b

c

d

Look at the data of fruits sold by Young Entrepreneurs Club.
Complete the sentences below.

4

2

4

9.3.1• Provide various questions to show the connection between pictographs,
 bar charts, and pie charts to reinforce pupils’ understanding.

Fruits Sold

represents 1 fruit

Apple Orange Kiwi Mangosteen Mango

Mango

Number

Ty
p

e
s

o
f

fr
u

its

Kiwi

Orange

Mangosteen

Apple

0 1 2 3 4 5 6 7

Fruits Sold

7

32

4

4
Key:

Apple

Orange

Kiwi

Mangosteen

Mango

Fruits Sold

LET’S TRY
113

Saiz sebenar
TEA

CHER’S

NOT
ES

Study the pie chart of the
favourite subjects of 100 pupils.
 How many pupils like
 Mathematics?
 Which is the most favoured
 subject?

Look at the parts of the pie chart. Method

a

b

Key:

Mathematics

Science

English

Bahasa
Melayu

Favourite Subjects

50
25

15

10

Green has
the least
number.

The green part
is the largest.

• Guide pupils to understand the problems given. Discuss suitable strategies
to solve them. 9.4.1

SOLVE THE PROBLEMS

1

2

Sukdev collects data of his
12 friends’ favourite colours.
Which is the least favoured
colour?

Arrange the data in
a table.

The most favoured subject
is Bahasa Melayu.

The least favoured colour is green.

The blue part is
for Mathematics.

25 pupils like
  Mathematics.

Method

Colour

Tally

Number

Purple Red Green  Yellow

5 4 1 2

a b

Sali Nisa Hani Wafi Chen

Jia Li Omar Nada Kabin AndyGeta

Bella

Favourite colours of
Sukdev’s 12 friends
114

Saiz sebenar
TEA

CHER’S

NOT
ES

• Provide various types of questions involving the relationship
between pictographs, bar charts, and pie charts to reinforce pupils’
understanding.

9.3.1
9.4.1

3 The pictograph, bar chart, and pie chart below show the
number of doughnuts eaten by 10 children.

AB

151-1
52

Types of doughnuts
N

u
m

b
e

r
(p

e
o

p
le

)

Doughnuts Eaten

represents 1 person

Strawberry Peanut VanillaChocolate
Strawberry Peanut VanillaChocolate

0

1

2

3

4

5

Key:

Strawberry

Peanut

Vanilla

Chocolate
2

1

4

3

State the type of doughnut eaten the most.

The type of doughnut eaten the most is chocolate.

Look at the following.

the most number
of symbols

the highest
bar

the largest
part

Method

Chocolate
doughnut

Chocolate
doughnut

Chocolate
doughnut

Doughnuts Eaten

Doughnuts Eaten

Pictograph    Bar Chart    Pie Chart
115

Saiz sebenar
TEA

CHER’S

NOT
ES

Look at the pictograph, bar chart, and pie chart.

Solve the following problems.
 The data shows the favourite
 ice cream flavours of 16 children.
 Which ice cream flavour is the
 most favoured?

The pie chart shows the colours
of balloons in a birthday party.
Which colour is the least?

a

b

c

• Provide more exercises suited to pupils’ ability using worksheets or
question cards.

9.4.1

Favourite Traditional Games

Key:

Marbles

Spinning tops

Batu seremban

Congkak

7

6

3

4

Key:
Balloon Colours

Red

Yellow

Blue

Orange

3

4

5

8

State the most favoured game.

N
u

m
b

e
r

o
f

p
u

p
ils

Types of games

0
1
2
3
4
5
6
7
8 Favourite Traditional GamesFavourite Traditional Games

Marbles

Marbles

Spinning tops

Spinning
tops

Batu
seremban

Batu
seremban

Congkak
Congkak

represents 1 person

LET’S TRY
116

Saiz sebenar
TEA

CHER’S

NOT
ES

9.1.1
9.2.1

pie chart cards,
data cards, pen

2 pupils per
group

Example of Data Card Example of Pie Chart Card

Each group takes a pie chart card and a data card.

Write down the data in the pie chart.

In groups, discuss to obtain additional information.

Create one item or data and fill in the table.

Write down three information found in the pie chart.

1

3

5

2

4

Kuih Number
of pupils

30

20

25

15

10

Key:

• Prepare sufficient numbers of suitable pie chart cards and data cards.
• Guide pupils to carry out the activity above.
• Suggest data such as number of storybooks read and favourite fruit.

Favourite Kuih

20

10

3015

25

AB

153-15
4

MAKE A PIE CHARTMAKE A PIE CHART

Tools/Materials   Participants

Method

F

UN TIME
Dengan ini, SAYA BERJANJI akan menjaga buku ini
dengan baiknya dan bertanggungjawab atas kehilangannya,

serta mengembalikannya kepada pihak sekolah pada
tarikh yang ditetapkan.

Nombor Perolehan: ______________________________

Tarikh Penerimaan: ______________________________

BUKU INI TIDAK BOLEH DIJUAL

Skim Pinjaman Buku Teks

Sekolah _______________________________________

Tahun Darjah Nama Penerima Tarikh
Terima
RUKUN NEGARA

KSSR_TahunPenerbitan_Judul_Tahun_3_prelim jilid 2

KSSR_2018_ Matematik_Tahun_3_BT_Unit_4 wang

KSSR_TahunPenerbitan_Judul_Tahun_3_unit 5 TIME

KSSR_2018_ Matematik_Tahun_3_BT_Unit_5 masa dan waktu

KSSR_2018_ Matematik_Tahun_3_BT_Unit_6 panjang, jisim dan isi padu

KSSR_TahunPenerbitan_Judul_Tahun_3_unit 7 SHAPES

KSSR_TahunPenerbitan_Judul_Tahun_3_unit 8 LOCATION

KSSR_TahunPenerbitan_Judul_Tahun_3_unit 9 DATA

AKAD SPBT KSSR ada 'nya'