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 28/09/16   7:53 PG
2

DUAL LANGUAGE PROGRAMME

MATHEMATICS
Year PART

Dewan Bahasa dan Pustaka
Kuala Lumpur

2017

Writers
Chan Yook Lean
Rosli bin Maun

Ganesh a/l Vellasamy

Graphic Designers
Najmi bin Mat Sarit

Aini binti Abd. Hamid
Awaludin bin Mohd Arof

Illustrator
Wong Chi Ming

Translator
Norehan binti Mohamed Shaharoun

Editors
Asmahanim binti Ab Rahman

Mohd Faizal bin Rus Rzerli

PRELIM-PART 2-ENG.indd   1 12/12/17   12:57 PM
KK 513-221-0102021-49-1839-20101
ISBN 978-983-49-1839-2

First Printing 2017
© Ministry of Education Malaysia 2017

All Rights Reserved. No part 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: 18 points

Printed by:
Percetakan Inderapura Sdn. Bhd.,
No. 12 & 14, Jalan 12/118B,
Desa Tun Razak,
56000 Cheras,
Kuala Lumpur.

Serial No.: 0158 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 Malaysia.

•  Officers of the Textbook Division

and Curriculum Development Division,
 Ministry of Education Malaysia.

•  The Panel of Evaluators,
 Dewan Bahasa dan Pustaka.

•  Officers of the English Language Teaching

Centre (ELTC),
 Teacher Education Division,
 Ministry of Education Malaysia.

•  SK Taman Bukit Maluri, Kuala Lumpur.

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

•  SK Seri Iskandar, Perak.

• All parties involved in the process of

publishing this book.

PRELIM-PART 2-ENG.indd   2 12/26/17   11:26 AM
iii

3

4

5

CONTENTS
FRACTIONS AND DECIMALS 1

RECOGNISE FRACTIONS 2

WRITE FRACTIONS 4

COMPARE FRACTIONS  7

CONVERT FRACTIONS TO DECIMALS 1 0

COMPARE DECIMALS  13

COMPARE FRACTIONS AND DECIMALS  14

SOLVE IT 1 5

LET’S HAVE FUN 18

MONEY 19

RECOGNISE MONEY 20

VALUE OF MONEY 21

ADDITION OF MONEY  23

SUBTRACTION OF MONEY 26

MULTIPLICATION OF MONEY  29

DIVISION OF MONEY 31

MONEY LITERACY  33

LET’S EXPLORE  33

SOLVE IT 34

LET’S HAVE FUN 38

TIME 39

RECOGNISE MINUTES 40

SAY AND WRITE THE TIME 42

RECORD THE TIME 45

LET’S EXPLORE   46

RELATIONSHIP IN TIME 47

SOLVE IT  49

LET’S HAVE FUN  52

iii

PRELIM-PART 2-ENG.indd   3 12/12/17   12:58 PM
iv

6

7

8

LENGTH, MASS, AND VOLUME OF LIQUID 53

RECOGNISE UNITS OF CENTIMETRE AND METRE  54

MEASURE LENGTH OF OBJECTS AND DRAW
STRAIGHT LINES 56

ESTIMATE LENGTH OF OBJECTS  59

LET’S EXPLORE 60

RECOGNISE UNITS OF GRAM AND KILOGRAM                         6 1

WEIGH THE MASS OF OBJECTS  63

ESTIMATE THE MASS OF OBJECTS 64

LET’S EXPLORE 65

RECOGNISE UNITS OF MILLILITRE AND LITRE 66

MEASURE VOLUME OF LIQUID  68

ESTIMATE VOLUME OF LIQUID 70

LET’S EXPLORE 71

SOLVE IT 72

LET’S HAVE FUN  76

SHAPES  77

IDENTIFY 3-D SHAPES 78

IDENTIFY BASIC SHAPES 80

RECOGNISE NETS OF 3-D SHAPES 8 1

IDENTIFY 2-D SHAPES 84

DRAW 2-D SHAPES 86

LET’S EXPLORE 87

SOLVE IT 88

LET’S HAVE FUN  90

DATA  91

COLLECT DATA  92

RECOGNISE BAR CHARTS 94

LET’S EXPLORE 95

SOLVE IT 97

LET’S HAVE FUN   100

iv

PRELIM-PART 2-ENG.indd   4 12/12/17   12:58 PM
1TE
AC

HER’S

NOTES

1

•	Carry	out	simulations	to	explain	the	concept	of	fractions	using	suitable
material	such	as	cakes	and	plasticine.
•	 Review	fractions	of	one	over	two	and	one	over	four	learnt	in	Year	1.
•	 Emphasise	that	fractions	are	equal	parts	of	a	whole.

I	get
1	part.

1	out	of	3
parts	is	one
over	three.

I	have	cut	this	cake
into	3	equal	parts.

Wow!
Equal	size!

3.1.1

one	over	three

FRACTIONS AND
DECIMALS

I	get
	1	part,	too.

TB-UNIT 3-ENG.indd   1 12/12/17   12:59 PM
2 TE
AC

HER’S

NOTES

1
2

1
5

2

1

2

•	Guide	pupils	to	recognise	proper	fractions	using	fraction	kits,	paper
folding,	and	others.
•	Carry	out	activities	to	write	proper	fractions	by	naming	orally	and
using	fraction	picture	cards	and	word	cards.
•	 Surf	www.mathsisfun.com/proper-fractions.html

3.1.1
3.1.2

RECOGNISE FRACTIONS

The	part
taken	out	is

one over six.

One	over	two. One	over	five.

one over six

numerator

over

denominator

1
6

The fraction of the
red coloured part.

Monday 16/4/2018

TB-UNIT 3-ENG.indd   2 12/12/17   12:59 PM
Who holds

the      card?

Why?

5
8

LET’S ANSWER
1

2

Say the fraction of one part.

What are the fractions of the blue coloured parts?

3TE
AC

HER’S

NOTES
•	Guide	pupils	to	identify	proper	fractions	using	diagrams	of	different

shapes and sizes.
•	 Emphasise	that	a	fraction	which	has	the	same	value	for	numerator
and	denominator	is	not	a	proper	fraction.
•	 Emphasise	that	the	value	of	a	proper	fraction	is	less	than	1.

3.1.1
3.1.2

AB 89-90

a b c d

3

4
Mei Mei Ali

I	have	not	painted

3	out	of	10	parts.

.   is	still	white.
3
10

3
10

Three	over	ten

a b c d

TB-UNIT 3-ENG.indd   3 12/26/17   9:59 AM
4 TE
AC

HER’S

NOTES

I	pasted
two	over	four.

1

2

WRITE FRACTIONS

1
4

If	1	more	part	is	pasted,
what	is	the	fraction?

Tuesday 17/4/2018

Write	the	fraction	of	one	part.

one	over	three

2
4

two
over	four

I	wrote
one	over	four.

3.1.1,	3.1.2
3.1.3,	3.1.4

•	Guide	pupils	to	name	proper	fractions	based	on	picture	cards, paper
foldings,	and	fraction	kits.	Relate	to	daily	activities	such	as	painting
and	pasting.
•	 Emphasise	that	when	the	value	of	the	numerator	and	denominator	is
equal,	the	fraction	is	equal	to	1.

TB-UNIT 3-ENG.indd   4 12/12/17   12:59 PM
5TE
AC

HER’S

NOTES
•	Use	various	shapes	of	diagrams	ranging	from	two	to	ten	equal	parts
for	shading,	colouring,	and	pasting	activities	according	to	the	given
fractions.
•	 In	groups,	ask	pupils	to	compile	their	work	in	a	folio.

3

4

WRITE FRACTIONS I	coloured
4	parts	in	orange.
5	other	parts	are
in	green.

AB	91

5

Write	the
fraction	for	the
green	parts.

I	wrote	the	fraction	for
the	orange	parts.

3.1.2
3.1.3
3.1.4

I	shaded	two	over
seven	using	another

pattern.

2
3

3
5

I	coloured	two
over	three.

I	shaded	three
over	five.

I	shaded	three
over	seven.

Wednesday 18/4/2018

four
over	nine

5

4
9

TB-UNIT 3-ENG.indd   5 12/12/17   1:00 PM
6

•	Guide	pupils	to	represent	fractions	on	paper	folds.	Emphasise	that
each	fold	must	be	equal	in	size.
•		Surf	www.mathgoodies.com/lessons/fractions
•		Surf	http://www.softschools.com/math/fractions/games/
representing_fractions/

6

LET’S ANSWER

3.1.2
3.1.3
3.1.4

We	shaded
seven	over	ten.

Write	the	fractions	of	the	red	coloured	parts.

Write	the	fractions	of	the	yellow	coloured	parts.

Write	the	fractions	in	words.

Write	the	fractions	in	numerals.

one	over	five																			 one	over	ten

two	over	eight	 five	over	nine

a

a

c

b c

b

d

a b c d
1
5

1
7

6
9

9
10

1

2

4

3

a b c

TE
AC

HER’S

NOTES

AB	92

6

TB-UNIT 3-ENG.indd   6 12/12/17   1:00 PM
7TE
AC

HER’S

NOTES

7

•	Guide	pupils	to	compare	proper	fractions	by	drawing	diagrams	using
MS	Word	or	Paint	based	on	the	given	fractions.
•	 Emphasise	that	if	the	denominators	are	the	same,	the	fraction	with	the
larger	numerator	has	a	bigger	value.

3.1.5

4
5

2
5

3
6

5
6

These	2	parts	are	for	Rishi.

2	parts
are	more.

Who	got	more	parts	of	the	cake?

1

2 Which	fractions	are	smaller?

COMPARE FRACTIONS

2
6

1
6

is	larger	than

is	smaller
than

2
5

4
5

is	smaller
than

Rishi	got	more	parts	of	the	cake.

a b

1
6

2
6

I	get
1	part.

TB-UNIT 3-ENG.indd   7 12/26/17   9:58 AM
8 TE
AC

HER’S

NOTES

3 Between						and	 	 ,	which	is	more?

4

4
7

3
7

The	red	parts	are	more
than	the	blue	parts.

1	out	of	4
parts	is
smaller.

4
7

3
7

is	more than

1
4

1
3

Which	is	less,

or					?
1
3

1
4

1
4

1
3

•	Explain	that	the	more	parts	there	are	in	an	object,	the	smaller	is	the	fraction
value	for	each	part.
•	 Provide	more	activities	on	comparing	fraction	values	using	shapes	of
equal	sizes.
•	 Surf	https://www.ixl.com/math/grade-4/compare-fractions

3.1.5

is	less than

4
7

3
7

TB-UNIT 3-ENG.indd   8 12/12/17   1:00 PM
9

1
2

1
10

is	larger
than

5
1
2

1
10

Compare						and						.

1
10

1
2

Mei	 Lin	 and	Zali	 coloured
the	fraction	diagrams.
Whose	coloured	parts
is	larger?

2
3

5
6

Mei	Lin Zali

1	 Which	is	larger?

2	 Compare.

LET’S ANSWER

1
6

2
8

1
3

4
5

3
6

3
8

1
4

6
9

a b

a b

1
9

1
8

Which	is
smaller?
Discuss.

and

or or

and

9
3.1.5

•	Carry	out	activities	of	comparing	fractions	using	fraction	kits,
transparencies,	and	paper	strips	of	equal	sizes	and	shapes.
•	Guide	pupils	to	compare	the	values	of	fractions	using	number	lines.

1
2

1
10

1
8

1
9

TE
AC

HER’S

NOTES

AB	93

TB-UNIT 3-ENG.indd   9 12/12/17   1:00 PM
10

The	fraction	of	the	white	coloured

part	is					.	The	fraction	of	tenths	can

be	converted	to	decimals.

Monday

Look at the red coloured parts.
Write 2 out of 10 parts in
decimal.

23/4/2018

3.2.1
3.2.2
3.2.5

in	decimal	is

zero point one.

1
10

1
10

0 . 1

decimal
point

I	say	and	write	it	as
zero	point	one.

1

2

I	wrote	in
numerals.

I	wrote	in
words.

=	0.1
1
10

•	Guide	pupils	to	understand	conversion	of	tenths	fractions	to	decimals
by	using	diagrams	and	paper	foldings.
•	 Emphasise	naming	and	writing	decimals	correctly	by	positioning	the
decimal	point	between	the	ones	value	and	the	tenths	value.

CONVERT FRACTIONS TO DECIMALS

zero
point two

TE
AC

HER’S

NOTES

10

TB-UNIT 3-ENG.indd   10 12/12/17   1:00 PM
1111

3.2.1,	3.2.2
3.2.3,	3.2.4
3.2.5

•	Guide	pupils	to	say	and	write	zero	point	one	until	zero	point	nine
based	on	various	diagrams,	paper	foldings,	and	number	lines.
•	 Emphasise	that	decimal	values	of	proper	fraction	for	tenths	fractions	are
less	than	1.
•	Guide	pupils	to	cut	the	answers	on	page	95	AB.

0 0.1 0.2 0.3 0.5 0.6 0.7 0.8 1

9
10

8
10

7
10

6
10

5
10

4
10

3
10

2
10

1
10

2
10

Convert to decimals.

a
4
10

b
6
10

c
9
10

d

3

4

0.90.4
I	coloured	9
out	of	10	parts.

I	coloured
zero	point	four.

Tenths fractions and decimals on number line.

a.							=	0.2

b.							=	0.4

c.							=	0.6

d.							=	0.9
4
10

9
10

2
10

6
10

TE
AC

HER’S

NOTES

AB	94-95

TB-UNIT 3-ENG.indd   11 12/12/17   1:00 PM
12

•	 Prepare	several	sets	of	diagrams	and	paper	strips	which	have	been
divided	into	10	equal	parts	for	shading	and	colouring	activities
to	represent	the	given	decimals.

1	 What	fractions	are	the	red	coloured	parts?

2	 What	decimals	are	the	blue	coloured	parts?

LET’S ANSWER

1
10

5
10

6
10

8
10

a b c d

Which	is	0.5?
Why?

a

a

b

b

3.2.1,	3.2.2
3.2.3,	3.2.4
3.2.5TE

AC
HER’S

NOTES

12
AB	96

4	 Which	diagrams	are	correct	for	the	decimals	given?

3	 Convert	fractions	to	decimals.

b

a 0.6

0.8

i

i

ii

ii

iii

iii

TB-UNIT 3-ENG.indd   12 12/12/17   1:01 PM
1313
3.2.6

•	Guide	pupils	to	compare	decimals	using	diagrams,	fraction	boards,
and	paper	foldings.

What	decimals	are	larger	than	0.5	but	smaller
than	0.9?

Determine	‟smaller	than”	or	‟larger	than”.
LET’S ANSWER

COMPARE DECIMALS

1

2 Which	is	larger,	0.5	or	0.8?

0.2

0.4

Green	is
less	than
yellow.

0.50.4 0.6 0.7 0.8 0.9 1

0.8 is larger	than	0.5.

a b c

Which	is	smaller,	0.2	or	0.4?

So,	0.2	is	smaller.

Wednesday 25/4/2018

The	value	gets	larger
as	the	decimals
move	to	the	right.

0.3 0.2 0.7

0.1 0.6 0.9

TE
AC

HER’S

NOTES

AB	97

TB-UNIT 3-ENG.indd   13 12/12/17   1:01 PM
14

LET’S ANSWER

Compare.

Let’s	compare	using	a	number	line.

3.3.1
•	Use	‟larger	than”,	‟smaller	than”,	‟more	than”,	‟less	than”,	and
‟equal	to”	when	comparing	values.
•	Guide	pupils	to	compare	tenths	fractions	and	decimals	by	converting
tenths	fractions	to	decimals	and	vice	versa.	Use	fraction	boards	and
paper	foldings	too.

COMPARE FRACTIONS AND DECIMALS
1

2

0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1

9
10

8
10

7
10

6
10

5
10

4
10

3
10

2
10

1
10

a 1
10

0.1
is equal

to

4
10

1
10

0.7	is	more than 					.
3
10

c 0.2
5
10

d
4
10

0.6

b
is	more

than
3
10

0.8

3
10 0.7

Thursday 26/4/2018Which is larger?

I	shaded	more,
7	parts.

I	shaded
3	parts.

a b
0.2

0.9

TE
AC

HER’S

NOTES

14
AB	98

TB-UNIT 3-ENG.indd   14 12/12/17   1:01 PM
15TE
AC

HER’S

NOTES

1 Muhi	gave	3	out	of	8	parts	of
	 a	cake	to	Mogan.	What	fraction
	 of	the	cake	did	Mogan	get?

15

•		Train	pupils	to	underline	important	information	in	the	problems	given.
•	Guide	pupils	to	solve	problems	through	simulations. 3.4.1

Draw	a
diagram.
Shade	1	part.

3	out	of	8
parts	is	three
over	eight.

is	larger

than				 .

1
4

1
6

SOLVE IT

3	parts

3
8

Mogan	got						of	the	cake.

Method

Method

2 Chong	ate					of	a	pizza.

His	brother	ate					of	the	pizza.

Who	ate	a	larger	pizza?

1
6

1
4

1
4

1
6

Chong’s	brother Chong

1
4

Chong’s brother ate	a	larger	pizza,					.

TB-UNIT 3-ENG.indd   15 12/12/17   1:01 PM
16 TE
AC

HER’S

NOTES

3 Alia	colours	yellow	and
	 purple	on	a	pattern
	 as	shown	in	the	picture.
	 State	the	purple	coloured
	 parts	in	decimal.

4 A	piece	of	ribbon	is
	 used	as	shown	in	the
	 table.
	 Which	ribbon	is	longer?

16

•	Guide	pupils	to	solve	problems	using	models,	drawing	diagrams,
and	simulations.	 3.4.1

Method

Method

Purple	parts	are	7
out	of	10	parts.

The	purple	part	is	0.7.

The	ribbon	to tie a gift	is	longer.

=			0.7
7
10

Length
of ribbon

Tie
gift

Make
flower

0.4
6
10

0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1

9
10

8
10

7
10

6
10

5
10

4
10

3
10

2
10

1
10

Tie	a	gift

Make	a	flower

AB	99-100

Use

TB-UNIT 3-ENG.indd   16 12/12/17   1:01 PM
17TE
AC

HER’S

NOTES

17

•	Guide	pupils	to	solve	problems	by	drawing,	shading, using	paper
foldings,	and	number	lines.
•	 Provide	more	written	exercises	in	worksheets	and	question	cards.

3.4.1

LET’S ANSWER

Muna	ate	5	out	of	8	parts	of
	 a	chocolate.	What	fraction	of
	 the	chocolate	did	she	eat?

Santi	coloured	4	parts.
Zamri	coloured	1	part	less
than	Santi.	What	fraction
of	the	shape	did	Zamri
colour?

Gary	and	Chan	shared	a	mooncake.

Gary	ate						.	Chan	ate					.

Was	the	whole	mooncake	eaten?

1
2

1
4

Kevin	coloured	a	10-part	number
	 wheel.	He	coloured	it	with	yellow
	 and	green	alternately.	State	the
	 yellow	parts	in	decimal.

Solve	the	problems.

Name: Santi     Class: 2 Arif

1

2

3

TB-UNIT 3-ENG.indd   17 12/12/17   1:01 PM
18

•	 Prepare	sufficient	cards	for	the	activity.
•	 Instil	moral	values	such	as	honesty,	integrity,	patience,	and	tolerance.

Materials/Resources

20	fraction	and	decimal	cards

4	 The	player	who	collects
	 the	most	cards	wins.

1	 Place	cards	face	down
	 on	the	table.
	 The	first	player	opens
	 two	cards.

2	 The	second	player
	 opens	one	card.	If	any
	 card	matches,	keep	the
	 matching	cards.

3		 Take	turns.	Repeat
	 step	2.	Play	until	all
	 the	cards	are	matched.

3.1.1,	3.1.2
3.1.5,	3.2.1
3.2.6,	3.3.1

Front Back

Method

Participants

Lucky Cards

TE
AC

HER’S

NOTES

18

LE
T’S HAVE FUN

3	pupils	per	group

AB	101-102

8
10

1
5

0.8

TB-UNIT 3-ENG.indd   18 12/12/17   1:01 PM
19194.1.1

•	 Encourage	pupils	to	talk	about	the	picture.	Relate	money	to	their	daily	life.
•	Ask	pupils	to	talk	about	the	source	of	the	money	kept	and	the	benefits
of	saving	money.

Mother,	please
keep	this	RM100
in	the	bank.

Sure.	This	money	is
safer	to	be	kept	in	a
bank	account.

MONEY
TE

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HER’S

NOTES

SPECIMEN
SPECIMEN SPECIMEN SPECIMEN

TB-UNIT 4-ENG.indd   19 12/12/17   1:05 PM
20

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Look	at	RM20,	RM50,	and	RM100	notes.
What	are	their	similarities?

LET’S ANSWER

RECOGNISE MONEY

20
4.1.1

•	Guide	pupils	to	state	the	characteristics	of	RM20,	RM50,	and	RM100
notes.
•	 	Surf	http://www.bnm.gov.my/microsites/2011/banknotes/index.htm
•	 	Surf	https://www.slideshare.net/SYIZWANI/lembaran-kerja-numerasi-
mata-wang

All	notes
have
pictures.

The	RM100
note	is	purple.

Talk	about	other	things
you	see	on	our	notes.

Value	of	money

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Turtle

1

2

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HER’S

NOTES

AB	103

Hibiscus

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EN

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EN

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EN

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EN

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EN

The	size	of	these
notes	is	not	the
same.

TB-UNIT 4-ENG.indd   20 12/12/17   1:05 PM
21TE
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NOTES

1

VALUE OF MONEY

4.1.2
•	 Emphasise	the	decimal	point	that	separates	ringgit	and	sen.
•	 Carry	out	simulations	on	the	value	of	money	up	to	RM100	using	play
money	involving	single	notes	or	coins	and	combinations	of	notes	and	coins.
•	Guide	pupils	to	write	the	value	of	money	correctly.	Emphasise	that
5	sen	is	written	as	RM0.05.

This	bag
costs	RM50.

Fifty	ringgit

RM50

Twenty	ringgit
and	ninety	sen

RM20.90

Thirty	seven	ringgit
and	fifty	sen

RM37.50

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a
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EN

b
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EN

c

I	pay	with	a
RM50	note.

Say	the	value	of	this	money.
Show	it	on	the	abacus.

CO
NTO

H
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EC
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EN

CO
NTO

H

CO
NTO

H
CO

NTO
H

CO
NTO

H

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IM
EN

TB-UNIT 4-ENG.indd   21 12/12/17   1:05 PM
22

2

1	 Say	the	value	of	money.

a	 	 	 	 	 				b

2	 Say	the	combination	of	money.

22
4.1.2

•	Carry	out	a	simulation	showing	the	value	of	goods	such	as	groceries
and	stationery	using	play	money	based	on	price	tags	within	the
range	of	RM100.
•	 In	pairs,	carry	out	money	changing	activities	of	the	same	value	using
play	money.

Discuss	other
combinations	for	this
value	of	money.

2

has	the	same
value	as

.

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b

a

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EN

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CO
NTO

H

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EN

CO
NTO

H

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EN

10																	also	has	the

same	value	as																	.

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EN

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EN

RM72.65

CO
NTO

H
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EN

LET’S ANSWER

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HER’S

NOTES

AB	104

SPECIMEN

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EC

IM
EN

SPECIMEN SPECIMEN

Value

of money

RM15.00
		RM75.50
		RM91.35

Number of notes/coins (pieces)

SPEC
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EN

SPEC
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EN

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IM
EN

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IM
EN

CO
NTO

H

SP
EC

IM
EN

TB-UNIT 4-ENG.indd   22 12/12/17   1:05 PM
23TE
AC

HER’S

NOTES

1 What	is	the	total	price	of
	 the	dictionary	and	the	pen?

RM40	+	RM30	=

RM40	+	RM30	=		RM70

The	total	price	of	the	dictionary	and	the	pen	is RM70.

2	 Calculate	the	total	price	of	the	cake	and	the	card.

RM68.10	+	80	sen	=			RM68.90

The	total	price	of	the	cake	and	the	card	is	RM68.90.

RM68.10

ADDITION OF MONEY

23

•	Carry	out	buying	and	selling	activities	in	the	classroom.	Guide	pupils
to	add	the	value	of	money	in	notes	and	coins.
•	 Train	pupils	to	add	using	the	‘counting	on’	method	and	abacus.
•	 Emphasise	that	the	decimal	point	between	the	ringgit	and	sen	must	be
kept	in	line.

4.2.1

80	sen	can
be	written	as
RM0.80.

Add	the	value	in	sen
first.	Then,	add	the
value	in	ringgit.

RM	4	0
+	RM	3	0

RM	7	0

RM	6	8	.	1	0
+	RM				0	.	8	0

RM	6	8	.	9	0

ringgit			sen

80	sen

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EN

RM68.10	+	80	sen	=

RM40

RM30

TB-UNIT 4-ENG.indd   23 12/12/17   1:05 PM
24 TE
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NOTES

3

a	 What	is	the	total	price	for	sets	B	and	D?
	 	 RM24.80	+	RM56.70	=

RM24.80	+	RM56.70	=		RM81.50

The	total	price	for	sets	B	and	D	is	RM81.50.

24
4.2.1
4.2.2

•	 Show	the	direct	addition	to	add	three	values	of	money.
•	Carry	out	addition	activities	by	combining	different	sets	of	food
to	reinforce	pupils’	understanding.

150	sen	is
RM1.50.

1	5	0	sen

RM					sen
					1				1

2	4					8	0
+	5	6					7	0

8	1					5	0

b				Find	the	total	price	of	sets	A,	B	and	C.

RM9.90	+	RM24.80	+	RM34.80	=

1 	 1	 1

RM				9	.	9	0													 RM	3	4	.	7	0
	 +	RM	2	4	.	8	0	 +	RM	3	4	.	8	0

RM	3	4	.	7	0		 	 RM	6	9	.	5	0

RM9.90	+	RM24.80	+	RM34.80	=			RM69.50

The	total	price	for	sets	A,	B	and	C	is	RM69.50.

TB-UNIT 4-ENG.indd   24 12/12/17   1:05 PM
25

RM		6.10
			RM18.25
+	RM35.95

RM51.30
+	RM18.25

RM20
+	RM70

25
4.2.1
4.2.2

•	 Show	various	methods	such	as	counting	on,	compensation	method,
and	fast	calculation	to	add	the	values	of	money.

4		 RM30	+	RM41.90	+	RM18.55	=

RM30	+	RM41.90	+	RM18.55	=		RM90.45

1	 Total	up.

a	 	 	 				b	 	 	 					 									c

d			RM47.05	+	65	sen	=

e			RM60.40	+	RM19	+	RM4.70	=

2	 Look	at	the	picture.	Answer	the	questions	below.

a			Add	the	price	of	guavas	and	mangoes.

b			Calculate	the	total	price	of	bananas,	mangoes,	and
	 	 rambutans.

1	 	 1

RM	3	0	.	0	0
			RM	4	1	.	9	0
+	RM	1	8	.	5	5

RM	9	0	.	4	5

LET’S ANSWER

RM30	can
be	written
as	RM30.00.

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AC

HER’S

NOTES

AB	105-106

RM19.75
RM12

RM25.60 RM13.30

TB-UNIT 4-ENG.indd   25 12/12/17   1:05 PM
26 TE
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NOTES

SUBTRACTION OF MONEY

4.3.1

1		 What	is	the	difference	in	price
	 between	the	purse	and	the	trolley	bag?

RM90	–	RM20	=

RM90	–	RM20	=			RM70

The	price	difference	is	RM70.

2		 Subtract	RM20.50	from	RM74.80.

RM74.80	–	RM20.50	=

RM74.80	–	RM20.50	=			RM54.30
•	Carry	out	a	simulation	to	subtract	money	using	a	variety	of	methods.
•	 Emphasise	that	 in	subtraction,	 the	smaller	value	must	be	subtracted
from	the	larger	value.

RM	9	0
–	RM	2	0

RM	7	0

Method 1 Method 2

Method 3

RM	7	4	.	8	0
–	RM	2	0	.	5	0

RM	5	4	.	3	0

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NTO

H

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EN

CO
NTO

H

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EN

CO
NTO

H

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EN

CO
NTO

H

CO
NTO

H

CO
NTO

H

CO
NTO

H
The	difference

RM90

RM20

TB-UNIT 4-ENG.indd   26 12/12/17   1:06 PM
27TE
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HER’S

NOTES

RM57.50

3 RM30 – RM25.70 =

RM   sen
    2   9      10 0

3 0     0 0
       – 2 5    7 0

4    3 0

RM30 – RM25.70 =   RM4.30

4      Siti paid RM100. What is her
      balance?

      RM100 – RM19.90 – RM57.50 =

RM100 – RM19.90 – RM57.50 =   RM22.60

Siti’s balance is RM22.60.

27
4.3.1
4.3.2

•	 Emphasise regrouping from ringgit to sen which involves RM1 equals
100 sen.
•	Use a variety of terms related to subtraction in daily life such as

difference, give, and balance.

The total bill
is RM25.70.

Let’s solve this.
RM100 – RM57.50 – RM19.90

What did you find?

RM19.90

Siti bought
these toys.

RM20

9  9    10 0                         7  9   1 1 0

RM 1 0 0 . 0 0           RM 8 0 . 1  0
 – RM    1 9 . 9 0  – RM 5 7 . 5 0

RM    8 0 . 1 0      RM 2 2 . 6 0

TB-UNIT 4-ENG.indd   27 12/23/17   1:49 PM
2828
4.3.1
4.3.2

•	Carry	out	activities	involving	subtraction	using	sample	receipts	of	items
bought	to	strengthen	pupils’	understanding.
•	 Instil	moral	values	related	to	spending	money	such	as	donations,
thriftiness,	savings,	and	avoid	wasting	money.

1	 Subtract.

RM49	–	RM28	–	RM6	=

RM100	–	RM16.15	–	RM9	=

5	 RM90	–	RM53	–	RM12.55	=

RM90	–	RM53	–	RM12.55	=		RM24.45

RM78
–	RM27

RM14.60
–	RM		3.10

RM64.80
–	RM		8.95

RM93.00
–	RM52.70

a

e

f

b c d

90	sen RM45.90RM30 RM87.50

LET’S ANSWER

2	 Look	at	the	prices.	Answer	the	questions.

a			What	is	the	difference	in	price	between									and								?

b			Lim	buys						and										 	.	He	pays	RM100.

	 	 Calculate	Lim’s	balance.

TE
AC

HER’S

NOTES

AB	107-108

8	10	 6	 	10 	0

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

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

9		10

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NOTES

Method 2

RM8	+	RM8	+	RM8	=	RM24

2		 Calculate	the	price	of	4											.

	 4	×	RM5	=

4	×	RM5	=			RM20

The	price	of	4											 is	RM20.

4.4.1
•	 Carry	out	multiplication	of	money	using	price	tags	in	supermarket
catalogues.
•	 Carry	out	simulations	using	play	money	for	repeated	addition.
Relate	to	times	tables.

1		 What	is	the	price	for
	 3	packets	of	jackfruit?

3	×	RM8	=

3	×	RM8	=			RM24

The	price	for	3	packets	of	jackfruit	is RM24.

RM		8
×								 3

RM24

RM		5
×								4

RM20

MULTIPLICATION OF MONEY

RM5

Method 1

Method 1
Method 2

RM0 RM5 RM10 RM15 RM20

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RM8 RM8

RM8 RM8

RM8 RM8

TB-UNIT 4-ENG.indd   29 12/12/17   1:06 PM
3030

1	 Multiply.

a				 	 														b																													c

2	 	 	 	 	 	 				Calculate	the	price.

a				4																		b				2

c				10

•	Guide	pupils	to	multiply	money	using	repeated	addition	or	times
tables.
•	 Provide	more	questions	in	worksheets	or	question	cards.

4.4.1

10	×	RM9	=		RM90

Calculate	5	x	RM10
and	10	x	RM5.
Discuss.

10	×	RM9	=	RM90			RM		9
×						10

RM90

RM8RM7

RM9

LET’S ANSWER

Method 1 Method 2

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AC

HER’S

NOTES

AB	109

Calculate	the	total	price	of	the	dragon	fruits.

RM1	0
×								6

RM60

6	×	RM10	=

6	×	RM10	=			RM60

The	total	price	of	dragon	fruits	is	RM60.

4  10	×	RM9	=

3

RM	3
	×							4

RM	4
	×							6

RM	5
	×							8

RM10

RM10

RM10

RM10

RM10

RM10

TB-UNIT 4-ENG.indd   30 12/12/17   1:06 PM
3131
4.5.1

1		 RM15	is	given	equally	to
	 3	persons.	How	much	money
	 does	each	person	get?

RM15	÷	3	=

RM15	÷	3	=		 RM5

Each	person	gets	RM5.

2		 RM30	÷	6	=		 	 	 3    RM72	÷	9	=

RM30	÷	6	=		RM5       RM72	÷	9	=		RM8

RM		8
9	�RM72
		–						72
												0

DIVISION OF MONEY

•	 Train	pupils	to	divide	the	value	of	money	using	receipts	from	food
and	item	purchases.
•	Guide	pupils	to	divide	the	value	of	money	in	vertical	form.	Relate	it
to	the	topic	of	division	of	numbers.

RM		5
6	�RM30
		–						30
												0

RM		5
3	�RM15
		–						15
												0

Method 2

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NOTES

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Ali Nina Adi

Method 1

Remember,
9	×								=	72.

TB-UNIT 4-ENG.indd   31 12/12/17   1:06 PM
32

32
4.5.1

•	 Emphasise	that	the	division	of	money	is	the	same	as	the	division	of
whole	numbers.
•	Guide	pupils	to	use	number	lines	to	divide	the	value	of	money	by	10.

4	 The	price	of	7	kilograms	of	durians	is	RM63.
	 What	is	the	price	for	1	kilogram	of	durians?

RM63	÷	7	=

RM63	÷	7	=			RM9

The	price	for	1	kilogram	of	durians	is	RM9.

5				RM60	÷	10	=

RM60	÷	10	=		 	RM6

RM		9
7	�RM63
		–						63
												0

RM		6
10	�RM60
			–						60
														0

Divide.

RM45	÷	5	=	 	 	 							RM80	÷	10	=e f

4	�RM24 6	�RM48 8	�RM725	�RM20a b dc

LET’S ANSWER

Method 1

TE
AC

HER’S

NOTES

AB	110

Method 2

10	×	RM			6			=	RM60

10	×			6			=	60

TB-UNIT 4-ENG.indd   32 12/12/17   1:06 PM
3333
4.6.1

•	 Emphasise	the	importance	of	planning	and	managing	finances
effectively	to	avoid	spending	beyond	one’s	means.
•	 Talk	about	the	importance	of	education	funds,	education	insurance,
unit	trusts,	and	others	for	their	future.

Zarif	won	a	prize	of	RM300.

You	 get	 RM200	 during	 Hari	 Raya.	 Record
the	money	to	be	kept	and	to	be	spent.	Talk
about	it	with	your	classmates.

LET’S EXPLORE

MONEY LITERACY

Is	Zarif	smart
in	managing
his	money?
Why?

I	want	to
save	RM200,
father.

Good,	Zarif.

Zarif	plans	for	the	money	to	be	kept	and	to	be	spent.

Congratulations!

Thank	you,
madam.

Buy
books
RM50

Buy
toys
RM40

Prize
money
RM300

Donate	to
orphans’	fund
RM10

Save	in
bank	RM200

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EN

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HER’S

NOTES

AB	111

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AC

HER’S

NOTES
•	Guide	pupils	to	solve	problems	by	drawing	diagrams.
•	 Instil	the	value	of	increasing	income	through	entrepreneurship	and
saving.
•	 Encourage	pupils	to	check	their	answers	using	simple	methods.

4.7.1

Month

Saving

June

RM27.50

July

RM51.80

In	August,	James	saves
RM16.	Find	his	total	savings

for	the	3	months.

Method 1

SOLVE IT

1  James	records
	 his	savings.
	 What	is	the	total?

James’	total	savings	is	RM79.30.

RM27.50	+	RM51.80	=		RM79.30

1
			RM	2	7	.	5	0
+	RM	5	1	.	8	0

RM	7	9	.	3	0

SP
EC

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EN

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EC

IM
EN

SP
EC

IM
EN

CO
NTO

H

SP
EC

IM
EN

CO
NTO

H

SP
EC

IM
EN

CO
NTO

H

SP
EC

IM
EN

Method 2

RM27.50	+	RM51.80	=

Amount	of	money	in	notes:	 RM78.00
Amount	of	money	in	coins:	+	RM		1.30
Total:	 RM79.30

TB-UNIT 4-ENG.indd   34 12/12/17   1:06 PM
35TE
AC

HER’S

NOTES

Has:	RM90

Buys	cake:	RM54.60
Buys	gift:	RM27

RM90	–	RM54.60	–	RM27	=		RM8.40

Her	balance	is	RM8.40.

8 	9	 10		0	 2	15

RM	9	0	.	0	0	 	 RM	3	5	.	4	0

–	RM	5	4	.	6	0	 				 –	RM	2	7	.	0	0

RM	3	5	.	4	0	 	 RM				8	.	4	0

RM90	–	RM54.60	–	RM27	=

4.7.1
•	Carry	out	simulation	using	play	money	to	solve	problems	involving
money.
•	 Train	pupils	to	underline	important	information	and	to	write	number
sentences	for	the	problems	given.

2		1

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

RM	9	0	.	0	0

I	check	using
addition.

Subtract	successively	to	find
the	balance	of	money.

RM54.60 RM27

Ana’s	sister	has	RM90.	She	buys
a	 cake	and	a	gift	 as	 shown	 in
the	picture.	Find	her	balance.

2

Method

TB-UNIT 4-ENG.indd   35 12/12/17   1:07 PM
36 TE
AC

HER’S

NOTES

36

•	Solve	the	problems	given	using	suitable	methods.
•	 Emphasise	step-by-step	problem	solving	using	Polya’s	Method. 4.7.1

0	 9	 18	 27	 36	 45

RM	9
2	�RM18
		–						18
												0

AB	112

Wash	1	 	 			RM9

Wash	5															5	×	RM9

Method 1

Method

Method 2

The	payment	for	washing	a	car	is
RM9.	How	much	is	the	payment
for	washing	5	cars?

3

4

RM		9
	 ×								5

RM45
5	×	RM9	=		 RM45

The	total	payment	is	RM45.

The	profit	for	selling	drinks	is	RM18.	Nancy	and	Kavita
share	it	equally.	How	much	does	each	person	get?

RM18	÷	2	=

RM18	÷	2	=			RM9

Each	person	gets	RM9.

5	×	RM9	=

RM

TB-UNIT 4-ENG.indd   36 12/12/17   1:07 PM
3737

1	 Rozana	has	RM35.70.	Her	father	gives	her	RM45	more.
	 Find	the	total	amount	of	money	Rozana	has.

2 	 Zain	wants	to	buy	a	toy	car	as	in
	 the	picture.	He	has	RM100.
	 What	is	his	balance?

3		 The	picture	shows	the	price	of	a	pair	of	slippers	and	trousers.

a	 Mother	buys	3	pairs	of	trousers.	Find	the
	 	 total	amount	she	pays.

b		Calculate	the	cost	of	2	pairs	of	slippers.

4		 RM48	is	divided	equally	among	6	people.
	 How	much	money	does	each	person	get?

5		 Look	at	the	picture.	What	is	the
	 combination	of	money	that	Zami’s
	 mother	may	use	to	pay	the
	 amount?

4.7.1
•	 Provide	more	exercises	in	worksheets	and	question	cards.

RM87.90

The	total	cost	is
RM53,	madam.

RM2
RM8

LET’S ANSWER
TE

AC
HER’S

NOTES

Solve	the	problems.

Falisa	has	7	pieces	of	RM5	notes
and	6	pieces	of	RM10	notes.	Is
her	money	more	 than	RM100?
Explain.

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38

Materials/
Resources

task cards,
table of tasks,
scissors, glue,
goods brochure

Participants

4 pupils per
group

Method

1  Pick one task card and read it.

2  Complete the task in the table of task.

3  Present your group work.

The price for
1 item is RM5.
Find the total

price for
5 items.

Find
2 items with
a total price

of less
than RM10.

Find 2 items
with the price

difference
of more than

RM12.

Money Smart

Example of table of task

Examples of task cards

38

4.2
4.3
4.4
4.5

•	Prepare a task table and four task cards which involve addition,
subtraction, multiplication, and division of money for each group.
•	Provide appropriate goods brochures for this activity.TE

AC
HER’S

NOTES

No.

1

Task Answer Calculate
        1

RM3.99
+ RM5.90

RM9.89

Find 2 items
with a total
price of less
than RM10.

LE
T’S HAVE FUN

AB 113-114

Goods brochure

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3939

•	 Ask	pupils	to	talk	about	their	background	knowledge	related	to	the	topic
of	time	learnt	in	Year	1.
•	 Discuss	the	characteristics	of	an	analogue	and	a	digital	clock.

Father,	what	are	the
lines	between	these

numbers?
Oh,	these	are	minute
graduations.

5.1.1

TIME
TE

AC
HER’S

NOTES

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40 TE
AC

HER’S

NOTES

1	minute
5	minutes

How	many
minutes	is	it?b

RECOGNISE MINUTES

40

•	Guide	pupils	to	count	graduations	for	minutes	using	clock	models
such	as	wall	clocks	and	watches.
•	Discuss	activities	that	can	be	carried	out	in	1	minute,	5	minutes,
15	minutes,	and	others.

There	are	5
graduations
between	12
and	1.
That	is
5	minutes.

1	graduation
is	1	minute.

1

2

3

a

10	minutes

This	is	a	quarter	of
an	hour.	How	many
minutes	is	it?

5,	10,	15.
15	minutes.

quarter	hour	=	15	minutes

5

10

15

5.1.1

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41

1 complete
circle

= 60 minutesHalf an hour = 30 minutes

4

41
5.1.1

•	Ask pupils to count in fives and relate it to the 5 times table.
•	Surf https://www.youtube.com/watch?v=qJIgqMcrFoE

From 12 to 6 is
half an hour.

The minute hand moves
in one complete circle.ba

Is this 40 minutes?
Discuss.

LET’S ANSWER
1 Say how many minutes.

2 Complete these.

a 40 graduations is            minutes.

b When the minute hand moves from 12 to 7 it means
                  minutes.

c               minutes is when the minute hand moves from

12 to 11.

a b c

9:00

9:00

Scan
me

TE
AC

HER’S

NOTES

AB 115-116

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42 TE
AC

HER’S

NOTES

1211
10

1
2
3

4
567

8
9

5.1.2
5.1.3

•	Carry	out	a	simulation	to	say	the	time	using	a	model	of	an	analogue
and	a	digital	clock.
•	 Emphasise	the	correct	reading	of	time	and	the	positions	of	the	hour
and	minute	hands	for	the	time	that	is	shown.
•	 Explain	the	position	of	the	hour,	minute,	and	colon	on	digital	clocks.

SAY AND WRITE THE TIME
1

2

A	quarter	past	five.

Five	fifteen.

Ten
o’clock.

What	is	the	time	now?

Five	minutes
past	eight.

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43TE
AC

HER’S

NOTES

43

•	 Emphasise	how	to	state	time	in	multiples	of	five	minutes.
•	Carry	out	activities	to	convert	time	from	words	to	numerals	using
flash	cards,	analogue,	and	digital	clock	models.

5.1.2
5.1.3

3

4

Two	thirty.

We	usually	say	it	as
half	past	two.

12:05 4:40 7:55

Convert time from words to numerals.

five	minutes
past	twelve

four	forty	 seven	fifty	five

Thursday 10/5/2018

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•	 Emphasise	the	correct	writing	of	time	in	multiples	of	5	minutes.
•	 Carry	out	activities	to	convert	time	from	numerals	to	words	using	flash
cards,	analogue,	and	digital	clock	models.
•	 Inculcate	the	attitude	of	spending	time	with	beneficial	activities.

5 Write	in	words.

Are	these	two	times
the	same?	Discuss.

1	 Say	the	time.

2	 Convert	the	time	into	numerals.

a				Eleven	twenty		 b			A	quarter	past	two

3	 Convert	the	time	into	words.

a

a

b

b

c

c

Lim, that is incorrect.

LET’S ANSWER

TE
AC

HER’S

NOTES

AB	117-118

44
5.1.2
5.1.3

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45TE
AC

HER’S

NOTES

MY SCHOOL
TELEMATCH

5.1.4
•	Ask	pupils	to	talk	about	and	record	their	daily	activities	in	school	and
after	school.
•	Discuss	pupils’	sequence	of	events	during	weekends	or	school
holidays.

RECORD THE TIME

Play	congkak

Exercise

Treasure	hunt

Blow	balloons

AfternoonEvening

Morning

Lunch

Time

7:45	in	the	morning

12:00	in	the	afternoon

3:25	in	the	afternoon

Activity

Exercise

Blow	balloons

Treasure	hunt

Let’s	record	the	time
and	the	activities.

Record	the
times	and
the	activities
for	Sunday.

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46

Time

8:45	in	the	morning
9:00	in	the	morning

9:30	in	the	morning

Activity

Exercise
Blow	and	burst
balloons
Three-legged
race

Family Day
Example

46

•	Prepare	tables	in	MS	Word	and	guide	pupils	to	record	time	in	the
table	such	as	their	class	time	table,	Teacher’s	Day	celebration,
school	sports	day,	television	programmes,	and	family	day.
•	Carry	out	Let’s	Explore	activity	in	pairs.

5.1.4

Look	at	the	Children’s	Day
activities	in	the	pictures.
Complete	the	table.

1	 Plan	an	activity.

2	 Record	the	time	and
	 activity.

3	 Talk	about	your	activity.

CHILDREN’S DAYLET’S ANSWER

LET’S EXPLORE

TE
AC

HER’S

NOTES

AB	119-120

Time Activity

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47TE
AC

HER’S

NOTES 5.2.1
•	 Emphasise	that	when	the	minute	hand	moves,	the	hour	hand	also
moves.
•	 Discuss	activities	that	can	be	carried	out	within	an	hour.
•	 Review	quarter	hour,	half	an	hour,	three	quarters	of	an	hour,	and	relate
them	to	1	hour.

RELATIONSHIP IN TIME
1 Hour and Minute

So,	60	minutes	is
the	same	as
1	hour.

When	the	hour
hand	moves
from	3	to	4,
it	is	1	hour.

What	time	is	1	hour
after	12	o’clock?

The	minute	hand	moves	1	complete	circle	of	60	minutes.

EVERY SATURDAY: 3:00 - 4:00 in the afternoon

(1 HOUR)

60 minutes
= 1 hour

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4848
5.2.1

Complete these.

a  1 hour =  minutes b 1 day =  hours

c Quarter of an hour =  minutes

d   hour = 30 minutes

2 Day and Hour

LET’S ANSWER

1 complete circle
of the hour hand

is 12 hours.

•	Use a timeline to explain the 24 hours in a day.
•	Discuss the time in a day such as dusk, daylight, and half a day as

well as activities associated with those times.
•	Discuss the countries that experience longer daytime than night-time.

12 hours 12 hours

The hour hand moves
2 complete circles a
day. So, there are
24 hours in a day.

TE
AC

HER’S

NOTES

AB 121

12:00 midnight

12:00 noon

12 hours + 12 hours = 24 hours
24 hours = 1 day

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49TE
AC

HER’S

NOTES 5.3.1
•	Guide	pupils	to	solve	problems	through	simulation	using	clock	models
and	timelines.

When	Alex	arrived
at	school,	the
minute	hand
showed	4.	What
time	did	he	arrive?

SOLVE IT

Alex	arrived	at	his	school	at	7:20	in	the	morning.

Dinner	started	at	8:25 in	the	evening.

Method

Method

Naveena	and	her	 family	arrived	at	a	banquet	hall	at
8:00	 in	 the	 evening.	Dinner	 started	 25	minutes	 later.
State	the	time	the	dinner	started.

Count	on	in
fives	from	12.
Stop	at	5.

I	use	a
clock	model.

The	time
he	left

1

2

The	time
he	arrived

5

10

20

15

25

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50 TE
AC

HER’S

NOTES
•	Guide	pupils	to	solve	problems	using	timelines.

5.3.1

Method

Start

End

AB	122

The	clock	shows	the	start	of
a	storytelling	activity.
The	activity	was	carried	out
for	an	hour.

3

a				State	in	words	the	time	the	activity	started.

The	activity	started	at	two o’clock.

The	activity	ended	at	3 o’clock.

1	hour	is	1	complete	circle
of	the	minute	hand.

b				At	what	time	did	the	activity	end?

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5151
5.3.1

•	Guide	pupils	to	solve	problems	using	clock	models	and	timelines.

Solve	the	problems.

LET’S ANSWER

The	gotong-royong	started
at	9:30	in	the	morning.
State	the	time	in	words.

Nani	participated	in	a
colouring	competition
which	took	1	hour.	How
many	minutes	is	that?

A	chess	game	started
at	4:00	in	the	afternoon.
When	it	ended,	the	minute
hand	was	pointing	at
number	8.	What	is	the
time?

A	group	of	Year	2	pupils
visited	Mega	Aquaria.	They
entered	at	a	quarter	past
three	in	the	afternoon.	Write
the	time	in	numerals.

TE
AC

HER’S

NOTES

1

2

3

4

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5252

5.1.1
5.1.2
5.1.3

•	 Prepare	complete	and	sufficient	clock	face	cards	for	each	group.
•	 Encourage	pupils	to	switch	roles	in	asking	and	answering	the	questions.
•	 Instil	moral	values	of	cooperation	and	tolerance.

Materials/Resources

clock	face	cards,	A4	paper,
coloured	pencils

Participants

2	to	3	pupils	per	group

Method

Use	the	clock	face	cards	for	the
activities	as	in	the	examples	shown.

10	minutes.

Activity 1
Pupil	A	moves	the	minute	hand.
Pupil	B	states	how	many	minutes.

Activity 4
Pupil	A	shows	the	time.
Pupil	B	writes	the	time	in	numerals.
Pupil	C	writes	the	time	in	words.

Activity 3
Pupil	A	states	the	time.
Pupil	B	moves	the	hour
hand.	Pupil	C	moves	the
minute	hand.

Wheel of Time

Five
minutes
past
two.

Activity 2
Pupil	B	shows	the	time.
Pupil	A	states	the	time.

Clock	face	card

TE
AC

HER’S

NOTES

LE
T’S HAVE FUN

AB	123-124

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53TE
AC

HER’S

NOTES

53

•	Discuss	with	pupils	the	use	of	length, mass,	and	volume	of	liquid	in
daily	life	such	as	the	length	of	cloth	to	make	clothes,	mass	of	body,
and	volume	of	water	consumed	in	a	day.

6.1
6.2
6.3

Akil̓ s	height	is
100	centimetres.

This	textbook	has	a
mass	of	300	grams.

The	volume
of	water	is
400	millilitres.

LENGTH, MASS, AND
VOLUME OF LIQUID

TE
AC

HER’S

NOTES

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54 TE
AC

HER’S

NOTES

54

•	Ask	pupils	to	look	at	the	ruler	graduations.	Guide	them	to	identify	the
length	as	well	as	the	use	of	the	cm	symbol	in	daily	life.
•	 Emphasise	that	the	cm	unit	is	used	to	measure	short	objects	accurately.
Introduce	related	terms	to	length	such	as	high,	short,	and	wide.

6.1.1

1	centimetre

RECOGNISE UNITS OF CENTIMETRE

This	is	a	15-centimetre	ruler.
Each	graduation	is	1	centimetre.

1

2

3

cm
1	centimetre
is	written	as
1	cm.

The	length	of	the
nail	and	the	width
of	the	finger	is
1 centimetre.

The	symbol	for
centimetre	is	cm.

The	length	of	the

tape	is												.

0 cm    1        2         3          4        5        6       7       8       9      10     11     12      13       14     15

AND METRE

0 cm    1        2

150
cent
imet
res

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55TE
AC

HER’S

NOTES

55

•	Discuss	the	use	of	the	unit	metre	in	daily	life	which	involves	height,
width,	distance,	and	others.
•	 Emphasise	that	the	unit	metre	is	used	to	measure	length	of	longer
objects.	Carry	out	simulations	to	observe	graduations	of	a	measuring
tape.

6.1.1

4

m

1	centimetre

The	symbol	for
metre	is	m.

1	metre	is
written	as	1	m.

a

b

1	 State	the	most	suitable	unit	of	length,	cm	or	m.

2	 Write	the	symbol	for	each	unit	of	length.

LETʼS ANSWER

a

a b

c d

b c

8

525

2	centimetres 57	centimetres

3	metres 40	metres

This	is	a	metre	ruler.	Its	length
is	equal	to	100	centimetres.

TE
AC

HER’S

NOTES

AB	125

c
4 metres •

4 metre

s
•

The	length	of	the

tape	is											.

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56 TE
AC

HER’S

NOTES

56

1

2

Object

Length

Pencil

12	cm

Rubber

cm

Leaf

cm

Start
from	0.

Measure
accurately.

a b c

9:00

9:00

Scan
me

Which	is	the	correct	method	to
measure	the	paper	above?	Discuss.

TE
AC

HER’S

NOTES 6.1.2

MEASURE LENGTH OF OBJECTS
AND DRAW STRAIGHT LINES

•	Guide	pupils	to	measure	the	length	of	objects	around	them	using
rulers	or	measuring	tapes.	Emphasise	measuring	lengths	in	cm	or	m
without	involving	decimals.
•	Ask	pupils	to	record	the	length	of	objects,	such	as	the	height	of	a	plant
one	week	after	germination	of	its	seed.
•	 Surf	http://www.mathworksheets4kids.com/length/object-ruler-cm1.pdf

0 1cm 2 3 4 5 6 7 8 9 10 11 12 113

0 1cm 2 3 4 5 6 7 8 9

0 1cm 2 3 4 5 6 7 8 9

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57TE
AC

HER’S

NOTES

The	length	of	the	frame	is	          m.

57

•	Guide	pupils	to	measure	lengths	and	mark	distances	of	objects
around	the	school	in	cm	and	m.
•	Carry	out	activities	in	groups	and	ask	group	leaders	to	record	their
findings.

3

The	width	of	the	classroom	door	is	128 cm.

The	length	of	the	mural	is	2 m.

Try	to
measure
other	objects.

6.1.2

a

c

b

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58 TE
AC

HER’S

NOTES

58

4

•	 Emphasise	that	the	position	of	the	ruler	cannot	be	shifted	when
drawing	the	line.
•	Guide	pupils	to	draw	straight	lines	of	more	than	1	m.
•	 Surf	http://www.mathworksheets4kids.com/length/tape-cm1.pdf

6.1.2

Mark	dots	at
0	and	30.

Mark	dots	at
0	and	100.

Join	the	two	dots
with	a	ruler.

Join	the	two	dots
with	a	ruler.

Write	30	cm.

Write	1	m.

Draw	the	length	of	a	comb	as	a
straight	line	on	a	paper.	Measure
the	length	of	the	straight	line.

1		 State	the	length	of	the	pen.	 	2				Draw	a	straight	line:

a		9	cm.					b		2	m.

a

b

LETʼS ANSWER

TE
AC

HER’S

NOTES

AB	126-127

Draw	a	1	m	straight	line.We	draw	a	1	m	straight	line.

I	draw	a	30	cm	straight	line.

0 1 8765432 11109 12 13
cm

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59TE
AC

HER’S

NOTES
•	Carry	out	group	activities	to	estimate	lengths	of	other	objects.
•	Guide	pupils	to	estimate	and	measure	actual	lengths	of	objects.
Discuss	the	difference	in	measurement.

6.1.3

ESTIMATE LENGTH OF OBJECTS

The	length
of	this
brush	is
less	than
20	cm.

This	crayon	is
about	10	cm
long.

Aini̓ s	estimation	is	almost
accurate.	The	actual	length
of	the	crayon	is	9	cm.

1

2

Name	other	objects	that
measure	less	than	15	cm.

0 1cm 2

1	cm

AB	128

Try	to	show
1	cm	like	this.

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60 TE
AC

HER’S

NOTES

60
6.1.2
6.1.3

Estimated
length/height

Actual
length/height

Measure	the	length	of
a	pencil.

Use	the	pencil	to	estimate
the	length	of	an	exercise
book.

Measure	the	actual
length	of	the	exercise
book.

1 2

3

Use	the	pencil	to	estimate
the	length	of	other	objects.

Measure	the	objects.
Record	the	actual	length.

4

5

Compare	both	lengths.	6

•	Guide	pupils	to	carry	out	Let’s	Explore	in	groups.	Ask	a	representative
from	each	group	to	present	their	groupʼs	work.
•	Carry	out	activities	to	estimate	lengths	of	objects	in	metres	based	on
the	length	of	a	1-metre	ruler.

a b

Estimate	the	length	of	each	object.

5	cm

cm cm

Method

3	cm

Object

Length	of	exercise	book

Height	of	bottle

Length	of	watch

LETʼS ANSWER

TE
AC

HER’S

NOTES

LET’S EXPLORE

cm
cm
cm

cm
cm
cm

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61TE
AC

HER’S

NOTES

3 kilograms	is
written	as											.

120 grams	is
written	as											.

61

•	Discuss	units	of	kg	and	g	found	in	pamphlets	or	goods	brochures.
•	Ask	pupils	to	state	examples	of	mass,	in	kg	and	g,	in	daily	life.
Emphasise	the	symbols	g	and	kg.

6.2.1

kg

450 grams	is
written	as	450 g.

g

RECOGNISE UNITS OF GRAM AND

This	bread
has	a	mass	of
400	grams.

The	symbol
for	gram	is	g.

The	symbol	for
kilogram	is	kg.

1

2

The	mass
of	this	milk	powder
is	1	kilogram.

a b c

400 grams	is	written	as		400 g.
1 kilogram	is	written	as	1 kg.

KILOGRAM

3	kilograms

120	grams

450	grams

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62 TE
AC

HER’S

NOTES

a

c

b

d

62

•	Guide	pupils	to	read	values	of	graduations	for	different	weighing	scales.
•	 Emphasise	that	1000	grams	is	equal	to	1	kilogram. 6.2.1

Each	graduation	is	50 g.

Each	graduation	is											.

3

c

b

d

Each	graduation	is	100 g.

Each	graduation	is											.

ba c

2	 Write	the	symbol	for	the	mass	unit	below.

a b c100	grams 700	grams 3	kilograms

1 State	a	suitable	mass	unit,	g	or	kg.

2 60300

LETʼS ANSWER

TE
AC

HER’S

NOTES

AB	129

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63TE
AC

HER’S

NOTES

63

Which	has	more	mass,
biscuits	or	cotton?

6.2.2
•	 Emphasise	that	the	mass	of	an	object	does	not	depend	on	its	size.
For	example, when	comparing	the	mass	of	a	sponge	and	a	stone.

WEIGH THE MASS OF OBJECTS
Before	an	object	is
weighed,	make	sure
the	needle	points	to	0.

The	mass	of	the
oranges	is	2	kg.

a b c

Say	the	mass	of	each	object.

The	mass	of	the
apples	is	800	g.

LETʼS ANSWER

TE
AC

HER’S

NOTES

AB	130

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64 TE
AC

HER’S

NOTES

TE
AC

HER’S

NOTES

64
6.2.3

•	Divide	pupils	into	several	groups	to	estimate	the	mass	of	objects	in
the	classroom.	Ask	pupils	to	conclude	using	less	or	more.
•	 Surf	http://www.commoncoresheets.com/Math/Weight/Metric%20
Estimating%20Weight/English/1.pdf

ESTIMATE THE MASS OF OBJECTS

AB	131

1

2

Your	estimation	is	almost	accurate.
The	actual	mass	is	120	g.

The	mass	of	plasticine
to	make	an	elephant
model	is	300 g.

Estimate	the
mass	of	this
elephant	model.

The	mass	of	the
elephant	model
is	200 g.

The	mass	of
this	ciku	is
60	g.

I	estimate	the
mass	of	2	ciku
is	about	110	g.

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6.2.2
6.2.3

Estimate	the	mass	of	each	object.

4	 Use	 the	big	marble s̓	mass	 to	 estimate	 the	mass	of
	 other	objects.

5	 Weigh	the	objects.	Record	the	actual	mass.

6	 Compare	both	mass.

Weigh	a	big
marble.

Estimate	the	mass
of	a	small	marble.

Weigh	the	small
marble	to	find
its	actual	mass.

1 2 3

•	Guide	pupils	to	estimate	and	weigh	mass	of	objects	in	groups.
•	 Emphasise	using	suitable	weighing	tools	in	estimating	mass	and
finding	actual	mass	in	g	and	kg.
•	Discuss	with	pupils	the	importance	of	estimating	the	mass	of	objects
in	their	daily	lives.

10	kg kg240	g g

ba

Method

LETʼS ANSWER

TE
AC

HER’S

NOTES

LET’S EXPLORE

Actual mass

g

g

g

g

g

g

Estimated mass Object

Small	marble

Aluminium	can

Magazine

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NOTES

The	volume
of	milk	is
1 litre. The	volume	of

this	orange	juice
is	350 millilitres.

6.3.1
•	Discuss	the	volume	of	liquid,	in	millilitre	and	litre,	found	in	daily	life.
Ask	pupils	to	look	at	the	size	of	containers	and	their	volumes.

•	 Emphasise	the	correct	way	of	writing	the	symbols	ℓ	and	mℓ	.

mℓ ℓ

RECOGNISE UNITS OF MILLILITRE

Say	the	volume	of
liquid	in	mℓ	or	ℓ.

The	symbol
for	litre	is	ℓ. Write	fifteen

litres.

The	symbol	for
millilitre	is	mℓ.

350 millilitres	is	written	as	350 mℓ.
1 litre	is	written	as	1	ℓ.

1

AND LITRE

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6767

Each	graduation	is
											mℓ.

This	is	a	1	ℓ
measuring
cylinder.
Each	graduation

is											mℓ.

•	Guide	pupils	to	read	graduations	on	different	measuring	tools
of	different	sizes.
•	 Emphasise	that	1 000	millilitres	is	equal	to	1	litre.
•	Make	sure	that	the	symbols	for	millilitre	and	litre	are	written	correctly.

6.3.1

This	is	a	100	mℓ
beaker.	Each

graduation	is	20	mℓ.

This	is	a	100	mℓ
measuring	cylinder.	Each
graduation	is	10	mℓ.

20	mℓ

This	is	a
250	mℓ
beaker.

2 a

c

b

d

2	 Write	the	symbol	for
	 the	volume	units	below.

aa

b

c

d

200	millilitres

600	millilitres

4	litres

9	litres

1    State	a	suitable	volume
	 unit,	mℓ	or	ℓ.

b

150

10

LETʼS ANSWER

TE
AC

HER’S

NOTES

AB	132

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68
6.3.2

•	Guide	pupils	to	measure	the	volume	of	liquid	using	suitable
measuring	tools.	Instil	moral	values	such	as	cautiousness	in	taking
liquid	medicine	to	avoid	overdosage.
•	 Emphasise	that	the	reading	of	the	volume	of	liquid	must	be	seen
at	eye	level.

MEASURE VOLUME OF LIQUID
1

2

You	need	to	take	10	mℓ
of	vitamins	daily.

Look	at	the	volume	of	liquid
at	eye	level.	The	volume	of

milk	is	200	mℓ.

The	volume	of
water	is	500	mℓ.

TE
AC

HER’S

NOTES

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69

3 I	measure
1	ℓ	of	liquid.

2	litres	of	milk	is	to	be
filled	into	2	containers
as	shown	in	the	picture.
What	is	the	volume	of
milk	in	each	container?

2	ℓ 1	ℓ

What	is	the	volume	of	liquid	in	each	container?

a b c

•	Guide	pupils	to	measure	volume	of	liquid	using	a	variety	of
measuring	tools.
•	 Emphasise	the	use	of	appropriate	measuring	tools	to	measure	the
volume	needed.	For	example,	100	mℓ	beaker	to	measure	the	volume
of	water	within	the	range	of	20	mℓ	to	100	mℓ.

6.3.2

I	measure
2	ℓ	of	liquid.

LETʼS ANSWER

TE
AC

HER’S

NOTES

AB	133

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NOTES

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AC

HER’S

NOTES

70
6.3.3

•	Guide	pupils	to	estimate	the	volume	of	liquid	in	mℓ	and	ℓ	in	different
containers.
•	 Ask	pupils	to	make	conclusions	using	more	or	less.
•	 Surf	http://www.mathworksheets4kids.com/capacity/jug-1liter-1.pdf
•	 Surf	http://www.mathworksheets4kids.com/capacity/more-less-
metric1.pdf

ESTIMATE VOLUME OF LIQUID

I	estimate	it	is
less	than	700	mℓ.

I	estimate
the	volume
of	the	juice
in	this	water
container	is
more	than
1	ℓ.

The
volume	of
1	jug	of
this	juice
is	1	ℓ.

The	volume	of	this
water	may	be
500	mℓ.

Our	estimation	is
almost	exact.

Correct,	Ikram.
Its	volume	is
600	mℓ.

AB	134

1

2

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71

4	 Repeat	steps	2	and	3	for	the	green	liquid.

5		 Compare	the	two	volumes.

Estimate	the	volume	of	the	liquid.

Prepare	the
liquid	as
shown	in	the
picture.

400	mℓ 5	ℓ

Estimate	the
volume	of	the
red	liquid.
Record	it.

Measure	the
actual	volume
of	the	red	liquid.
Record	it.

1 2 3

mℓ ℓ

•	 In	groups,	guide	pupils	to	estimate	and	measure	the	actual	volume
of	the	liquid.	Ask	pupils	to	compare	the	estimated	volume	and	the
actual	volume.

Method

a b

6.3.2
6.3.3

250 mℓ 250 mℓ

250 mℓ

LETʼS ANSWER

TE
AC

HER’S

NOTES

LET’S EXPLORE

Actual volumeEstimated volumeLiquid

Red liquid

Green liquid

mℓ
mℓ

mℓ
mℓ

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72
6.4.1

•	Use	simulation	or	build	a	model	to	solve	the	problem.

1	 Sarina	uses	8	cm	of	red	thread.	She	also	uses	10	cm	of
	 blue	thread.	State	which	thread	is	longer.

10	cm	is	longer	than	8	cm.

The blue thread is	longer.

SOLVE IT

Take	10	millilitres
once	a	day.

All	right,	sir.

I	mark	the	volume
of	the	medicine.

The	volume	of	the	medicine	is	10 mℓ. His	brother s̓	height	is	about	80 cm.

Method

Method

2

Mark	the	volume	of	the	medicine	to	be	taken.
State	its	volume.

2

5
10
15
20
25
30mℓ

10	mℓ

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73

•	Guide	 pupils	 to	 find	 information	 such	 as	what	 is	 given	 and	what	 is
asked	for.
•	 Emphasise	that	100	cm	is	equal	to	1	m.

6.4.1

Mark	the
estimated	height
of	Kamal̓ s
brother.

Kamal̓ s	brother
does	not	need
to	pay.	So,	his
height	must	be
less	than	90	cm.

His	brother s̓	height	is	about	80 cm.

Cable Car Ticket Price

Method

3

Kamal̓ s	height	is	1	m.	His	younger
brother	does	not	need	to	pay.
Estimate	his	brother s̓	height.

Adult

Child

Child
		(less	than	90	cm	tall)

RM20

RM15

Free

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74

Sue	Chin	should	use	an	8	ℓ container
because	it	holds more water.

6.4.1
•	 Provide	more	questions	in	worksheets	or	question	cards.

8	ℓ 80	mℓ

Saiful Julia

Nisha
?	kg

27								28								29								30

Julia

Nisha s̓	mass

Saiful

AB	135-136

kg

1	ℓ 1	ℓ 1	ℓ 1	ℓ 1	ℓ1	ℓ 1	ℓ 1	ℓ
80	mℓ

Method

Method

4

5

Nisha s̓	mass	 is	more	than	Julia’s.	Her	mass	 is	 less
than	Saiful’s.	What	could	be	Nisha s̓	mass?

Sue	Chin	wants	to	clean	her	bicycle.
Choose	the	container	she	should	use.
Why?

Nisha s̓	mass	could	be	28 kg or 29 kg.

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NOTES

75

1  Mother measures the objects shown in
 the table.

Draw a straight line for the length of each object.

2  The picture shows the mass of grapes bought
 by Erma s̓ father. State the mass of the grapes.

3

State which container they should use.

4  The height of a lorry is 3 m.
 Can the lorry pass through the
 tunnel shown in the picture?
 Give a reason.

Object

Length

Wire

5 cm

Ribbon

30 cm

Coloured tape

18 cm

•	Solve the problems given using suitable methods.
•	Provide more questions in worksheets or question cards. 6.4.1

I want to make
2 ℓ of apple juice.

I want to drink
350 mℓ

of apple juice.

Solve the problems.

9:00

9:00

Scan
me

LETʼS ANSWER
TE

AC
HER’S

NOTES

a b c d

GobiNori

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76

•	 Provide	sufficient	materials	for	this	group	activity.
•	Make	copies	of	the	triangle	diagram.

6.1.1,	6.1.2,
6.2.1,	6.2.2,
6.3.1,	6.3.2

Match Me

Materials/		 glue,	scissors,	triangle
Resources	 diagram,	A4	paper

Participants 2	pupils	per	group

Method

1	 Make	copies	of	the	triangle	diagram	below.

2	 Cut	the	triangle	into	9	pieces.

3		 Join	the	matching	pieces
	 of	each	measurement.

4	 The	first	group	that
	 matches	the	pieces
	 correctly	is	the
	 winner.

TE
AC

HER’S

NOTES

LE
T’S HAVE FUN

AB	137-138

20
0
g

ki
lo
gr
am

4
cm

m
ℓ

cm

kg

m

g

400	mℓ

centim
etre

m
etre

gram
tw
o
hu
nd
re
d

gr
am
s

2
ki
lo
gr
am
s

20
0
g

ki
lo
g
ra
m

4
cm

m
ℓ

cm

kg

m
g

400	mℓ

centim
etre

m
etre

g
ra
m

tw
o
hu
nd
re
d

g
ra
m
s

2
ki
lo
gr
a
m
s

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7777

•	 Sing	the	song	to	the	tune	of	The	Mulberry	Bush. While	singing,	pupils
show	3-D	shapes	using	real	objects.
•	 Teacher	is	encouraged	to	add	lyrics	for	other	3-D	shapes.

Let	us	learn	the	3-D	shapes
3-D	shapes,	3-D	shapes
Cuboid,	cube,	and	pyramid
Cone	and	cylinder	too

7.1.1

Twelve	sides	lengths	are	all	the	same
Six	faces	sizes	all	the	same
We	can	see	these	in	dice
A	cube,	we	call	its	name

A	cuboid	has	a	different	shape
Six	faces	sizes	not	the	same
Has	squares	and	also	rectangles
Has	twelve	sides	too

9:00

9:00

Scan
me

Shapes Song

SHAPES
TE

AC
HER’S

NOTES

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NOTES

Characteristics Object Shape

1

•	Carry	out	exploration	activities	in	the	classroom	to	identify	3-D	shapes
by	describing	their	characteristics.
•	 Carry	out	question	and	answer	activity	with	pupils	on	other	objects.

7.1.1

Look	at	a	cube	and	a	cuboid.
Talk	about	the	differences.

•	6	flat square	faces
•	8	vertices
•	12	straight	edges

Cube

Cuboid

•	6	flat rectangular
	 faces
•	8	vertices
•	12	straight	edges

IDENTIFY 3-D SHAPES

Monday                       10/9/2018

Has	6	flat	surfaces.
All	faces	are	the	same	size.
Has	8	vertices.	Has	12	edges.
The	dice	has	a	cube	shape.

Has	8	vertices.	Has
12	edges	too.	6	faces	are
rectangles.	This	rubber
has	a	cuboid	shape.

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NOTES

•	 4	flat	triangular	faces
•	 1	flat	square	face
•	 5	vertices
•	 8	straight	edges

Pyramid.

4	flat	rectangular
faces

1	curved	face

8	vertices

LET’S ANSWER
Name	the	3-D	shapes	as	described.

2

Has
1	curved	face.
2	flat	faces.
This	is	a
cylinder.

7.1.1

AB	139

•	1	flat	face
•	1	curved	face
•	1	vertex

1	flat	face

2	flat	square
faces

a

b

1	vertex

What	is	this	shape?

•	 Encourage	pupils	to	build	mind	maps	of	the	characteristics	of	3-D	shapes
for	cubes,	cuboids,	cones,	pyramids,	and	cylinders.
•	Carry	out	simulations	to	explain	flat	faces,	curved	faces,	vertices,	and
straight	edges.

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NOTES

LET’S ANSWER

•	Carry	out	simulations	by	asking	pupils	to	name	basic	shapes
in	3-D	shapes.	State	that	a	cone’s	basic	shapes	are	a	circle	and	a	sector.
•	 Carry	out	group	activities	to	make	various	patterns	using	basic	shapes
and	ask	pupils	to	talk	about	them.

I	have	6
square	faces.

I	have	2	square
faces	and	4

rectangular	faces.

3-D shape Name Basic shape Number

6

4

2

4

1

1

1

2

1

Cube

Cuboid

Pyramid

Cylinder

Cone

State	the	basic	shapes	for	each	3-D	shape.

a ecb d

IDENTIFY BASIC SHAPES

7.1.2

AB	140

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NOTES
•	 Explain	that	net	is	a	flat	shape	obtained	by	unfolding	a	3-D	shape.
Carry	out	simulations	to	relate	it	to	basic	shapes	to	enhance	pupil’s
understanding.
•	 Prepare	a	variety	of	cube	and	cuboid	nets.	Ask	pupils	to	talk	about
the	nets.

7.1.3

This	is
a	cube	net,
too.

This	cuboid	net	has
4	rectangles.	Another
2	are	squares.

1

2

Try	to	make	other	nets	of	a	cube
and	a	cuboid.	Talk	about	it.

RECOGNISE NETS OF 3-D SHAPES
Open	the	box.
What	did	you
get?

I	got	6
rectangles.

Oh,	this	is	a
cuboid	net.

I	got
6	squares.

This	is
a	cube	net.

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NOTES

3

4

7.1.3

This	is	also
a	pyramid
net.

Is	this	a	cone	net?	Why?

•	Carry	out	activities	to	explore	various	3-D	shapes	by	cutting	and
joining	nets	to	determine	the	shapes.	Tracing	activities	can	be	done
for	nets	of	3-D	shapes	which	have	flat	faces.

A	cone	net	has
1										and	1				.

Pyramid

A	pyramid	net	has		4								and	1						.

Pyramid	net

Cone	net

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HER’S

NOTES

LET’S ANSWER

•	Ask	pupils	to	explore	various	nets	on	the	Internet.	Print	and	collect
nets	as	a	group	folio.
•	 Surf	https://www.mathworksheets4kids.com/solid-shapes/net-
shape1.pdf

5

Name	the	3-D	shape	for	each	net	below.

This	is	a	cylinder.

a

A	rectangle	and
2	circles.

a

Join	the	2	circles.

c d

Join	the	rectangle
together.

b

d

b

e

c

AB	141-142

Cylinder	net

83

7.1.3

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84
7.2.1

IDENTIFY 2-D SHAPES

84

•	Ask	pupils	to	talk	about	surfaces	of	other	objects	or	2-D	patterns	in	the
picture	above	based	on	descriptions	of	characteristics.
•	 Emphasise	that	2-D	shapes	are	found	on	the	surfaces	of	3-D	objects
in	daily	life.

1

The	picture	frame	surface	has
4	corners.	All	the	sides	are	of

the	same	length.

That	is	a
square.

The	surface
of	this	book	is
not	a	square.

TE
AC

HER’S

NOTES

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NOTES

LET’S ANSWER

Complete	the
table	above.

What	is	the	2-D	shape	for
the	given	characteristics?

How	many	squares,
rectangles,	and	triangles
are	there	in	the	diagram
above?

7.2.1

2

AB	143

a b No
corners

No
straight
sides

3
corners

3
straight
sides

Characteristics

Number of
straight sides

Number of
curved sides

Number of
corners

4

0

4

4

33

0

0

1

Shape
Name of
shapes

Rectangle

Circle

•	 Summarise	characteristics	of	2-D	shapes	based	on	the	surfaces	of
real-life	3-D	objects.
•	Use	a	variety	of	2-D	patterns	for	pupils	to	identify	2-D	shapes.
	 For	example,	mural	patterns,	gift	wrappers,	and	carpets.
•	 Emphasise	to	pupils	that	a	corner	is	also	known	as	vertex.	Vertex	can
be	used	in	2-D	and	3-D	shapes.

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NOTES
•	Guide	pupils	to	trace	3-D	surfaces	correctly	on	paper.	Ask	pupils	to
state	the	2-D	shapes	obtained.

7.2.2

What	3-D	shapes	can	we
trace	to	get	triangles?
Talk	about	it.

I	am
drawing
	6	squares.

I	am	drawing	2-D
shapes	on	grid	paper.

DRAW 2-D SHAPES

I	am	tracing
a	circle.

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NOTES

LET’S ANSWER
Join	the	dots	according	to	the	sequence	of	the	letters.
Use	a	ruler.	Name	the	shape.

•	Carry	out	activities	to	draw	and	name	2-D	shapes	from	paper	foldings
and	dot	paper.
•	Carry	out	a	contest	to	build	as	many	2-D	shapes	as	possible	using
geoboards.

a b c
B

A C

B

A

C

D

B

A D

C

AB	144

LET’S EXPLORE

Open	Microsoft	Word.

Click	Insert	and	Shapes.

Choose	a	rectangle	from	Basic	Shapes	and	click.

Draw	a	rectangle.

Click	on	the	rectangle.	Click	Format	and	Shape	Fill.
	 Choose	colour	and	click.

Type	name	of	shape.

Repeat	steps	2	to	5	for	other	2-D	shapes.

1

2

3

4

5

6

Method

7.2.2

Materials/Resources

Microsoft	Word 2	pupils	per	group

Participants

9:00

9:00

Scan
me

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NOTES

1 Sarjit	uses	recycled	materials	to	make	a	money	box.
He	pastes	coloured	paper	on	six	flat	faces	of	the	same
size.	What	is	the	shape	of	the	money	box?

Method

Method

The	money	box	is	a	cube.

The	shape	drawn	is	a	circle.

2 Liza	draws	a	pattern.	She	draws	a	2-D	shape	with	one
curved	side.	What	shape	has	she	drawn?

Pyramid
has	5
flat
faces.

Cube	has
6	flat	faces
of	the
same	size.

•	Use	various	strategies	such	as	drawing	a	diagram	and	simulation
	 to	solve	the	problems	given.
•	 Emphasise	to	pupils	to	read	the	problems	carefully	and	to	underline
important	information.

7.3.1

SOLVE IT

Guess	and	check.

Check	1 Check	2

Wrong Correct

A	triangle	has
no	curved	side.

A	circle	has	a
curved	side.

A	rectangle	has
no	curved	side.

✗ ✓✗

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NOTES

89

Method

LET’S ANSWER

3 Rini	unfolds	a	3-D	shape.	She	gets	2	circles	and
1	rectangle.	What	is	the	3-D	shape?

The	picture	shows
	 6	faces	traced	from	a
		 3-D	shape.	What	is	the
	 3-D	shape?

	 Mother	sells	jelly	in	a	container.	The	container	has
	 2	flat	faces.	It	also	has	1	curved	face.	Name	the
	 3-D	shape	of	the	container.

•	 Train	pupils	to	solve	problems	by	drawing,	making	mental	images,
simulations,	and	using	real-life	objects	to	reinforce	their	understanding.

7.3.1

The	3-D	shape	is	a	cylinder.

AB	145-146

Draw	a	diagram.

Solve	the	problem.

2	circles	and
1	rectangle	are	the	basic
shapes	of	a	cylinder.

1

2

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90

Paste	the	stickers	to
	 decorate	the	money	box.

Cut	the	net.

Remove	the	stickers.

Display	it	at	the
	 mathematics	corner.

net	card,	stickers	of	shapes,
scissors,	glue,	sticky	tape

My Money Box

1

5

Prepare	the	materials.

Fold and	join	the	net
	 using	sticky	tape.

2

4

6

3

•	 Prepare	a	cylinder	net	or	other	3-D	shapes	net	using	hard	paper	such	as
box	paper	and	cardboard,	sufficient	pattern	stickers,	and	other	materials.
•	Guide	pupils	to	work	in	pairs	and	instil	values	such	as	accuracy,
cooperations,	and	tidiness.

7.1

Method

Materials/Resources

TE
AC

HER’S

NOTES

90

LE
T’S HAVE FUN

AB	147-148

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91TE
AC

HER’S

NOTES

Who likes to
drink vanilla milk?
Raise your hand.

•	Carry	out	question	and	answer	activity	with	pupils	and	perform
simulations	to	collect	data	such	as	month	of	birth	and	favourite	colour.

8.1.1

DATA

Tuesday

R
E
C
E
S
S

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AC

HER’S

NOTES

1

•	Carry	out	simulations	on	how	to	collect	and	arrange	data.
•	 In	groups,	ask	pupils	to	collect	data	such	as	favourite	food	and	games.

8.1.1

Which	method	do
you	prefer?	Why?

How	many
colours	do	the
flowers	have?

Three	colours.

Group	the	flowers	according	to	their	colours.

COLLECT DATA

2

Collecting Data

I	use
tally.

I	draw
pictures.

24/10/2018Wednesday

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AC

HER’S

NOTES

LET’S ANSWER

3

•	Compare	methods	of	collecting	data	and	ask	pupils	to	determine
the easiest method.
•	Carry	out	suitable	data	collection	activities	outside	the	classroom
such	as	on	colours	and	types	of	cars.

Flower
colour

Tally Number

12

7

9

Red

Blue

Yellow

Method 1

Red Blue Yellow

Method 2

Count
the

squares.
Yellow
has 9.

Collect	data	on	the	sports	houses	of	your	classmates.
Complete	the	table.

AB 149-150

8.1.1

Sports house Tally Number

This	is	how	we	collect
	data	on	colours	of	flowers.

9:00

Red

Green
Yellow

Blue

9:00

Scan
me!

Collect	data	on	types	of
2-D	shapes	in	this	pattern.

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AC

HER’S

NOTES

1

6 pupils	like	robots.

4 pupils	like	dolls.

pupils	like	toy cars.

The most favoured toy is           .

Types of toys

N
u

m
b

e
r

o
f

p
u

p
ils

•	Carry	out	question	and	answer	activity	on	what	pupils	can	see
in	the	bar	chart.
•	Ask	pupils	to	talk	about	bar	charts	they	have	seen	before.
•	 Emphasise	that	a	bar	chart	uses	bars	to	represent	data.

4

3

5

6

7

8

2

1

0

This	is	a	bar	chart	on	the	favourite	toys	of	a	group	of	pupils.

Robot Toy	carDoll

Favourite Toys

a

b
c

d

Vertical	axis

Title

Horizontal
axis

RECOGNISE BAR CHARTS

8.2.1

This	is	a	vertical
bar	chart.

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AC

HER’S

NOTES

a

b

c

The	four	types	of	juices	are	pineapple juice,
 guava juice, orange juice, and                    .

The	number	of	pupils	who	like	to	drink:

i.	 pineapple	juice			5						ii.	 guava	juice			3

iii.	orange	juice																iv.	watermelon	juice

The most favoured	juice	is																				.

2

•	Carry	out	question	and	answer	activity	in	groups	so	the	pupils	can	give
as	much	information	as	possible.
•	 Surf	https://www.mathsisfun.com/data/bar-graphs.html

Bar	chart	of	favourite	juices.

AB 151-152

LET’S EXPLORE

Launch	Google	Chrome.
	 Type	bar chart. Press Enter.
	 Click	Images.	Select	bar chart.
	 Write	down	information	related	to	the	bar	chart.

Method

9:00

9:00

Scan
me!

8.2.1

1
2
3
4

Number of pupils

Ty
p

e
s

o
f

ju
ic

e
s

10 32 5 7 94 6 8 10 11 12

Favourite Juices This is a
horizontal
bar	chart.Pineapple

Guava

Orange

Watermelon

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AC

HER’S

NOTES

This	bar	chart	is

incomplete.	Spinning

top	is	the	second

favoured	game.	How

many	pupils	like	to

play	spinning	top?

Ty
p

e
s

o
f

g
a

m
e

s

Kite

Congkak

Spinning	top

Number of pupils
43 5 6210

Favourite Games

LET’S ANSWER

•	Use	a	variety	of	bar	charts	to	train	pupils	to	obtain	information.
•	Use	a	variety	of	questions	related	to	bar	charts	to	reinforce	pupils’
understanding.
•	 Instil	the	importance	of	a	healthy	and	balanced	meal.

Write	the	number	of

pupils	who	eat:

i.			biscuits.

ii.		bread.

iii. nasi lemak.

iv.	fried	noodles.

Name the most

favoured	food.

What is the least

favoured	food?

Look	at	the	bar	chart.	Answer	the	questions	below.

a

b

c

4
3

5
6
7

9
8

10

2
1

Biscuits Bread Nasi
lemak

Fried
noodles

N
u

m
b

e
r

o
f

p
u

p
ils

Types of food

8.2.1

Favourite Breakfast Meals

9:00

Batu
seremban

9:00

Scan
me!

0

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HER’S

NOTES
•	Guide	pupils	to	solve	problems	by	identifying	keywords	and	extracting
important	information	given.
•	 Emphasise	that	problem	solving	involving	bar	chart	is	to	obtain	information
from	the	chart	according	to	the	requirements	of	the	question.

1 The	table	shows
the	favourite	television
programmes	of	a
group	of	pupils.

Look	at	the	table.

Programme Cartoon Entertainment Horror Sports

Tally

How	many	pupils	like	to	watch	sports?

What	is	the	most	favoured	programme?

7	pupils	like	to	watch	sports.

a

a

b

b

18

12

3

7

SOLVE IT

First,	add	up
the tally.

Most	of	the
pupils	like	to
watch	cartoons.

8.3.1

The	most	favoured	programme	is	cartoons.

9:00

Scan
me!

Method

Cartoons

Entertainment

Horror

Sports

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HER’S

NOTES
•	Ask	a	variety	of	questions	to	enhance	pupils’	understanding.

2 	Bar	chart	on	books	read	by	5	pupils.

How	many	books	did	Stacy	read?

Who	read	the	same	number	of	books?	How	many?

Who	read	the	most	books?

a

b

a

b

c

c

Number of books

N
a

m
e

s
o

f
p

u
p

ils

Vinod

Alia

Zain

Stacy

Ramesh

Books Read

1 32 5 7 9 114 6 8 10

AB 153-154

8.3.1

Stacy	read	6	books.

Ramesh and Zain	read	the	same	number	of	books.
5	books.

Vinod	read	the	most	books.

Look	at	the	chart.

Method

0

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AC

HER’S

NOTES

LET’S ANSWER

Look	at	the	table	on	shoe	sizes	of	Year	2	Zuhal	pupils.
Answer	the	questions	below.

Look	at	the	bar
chart	on	the
ambitions	of	a
group	of	pupils.
Solve it.

Shoe size 28 29 30 31 32 33

Tally

.		 State	the	number	of	pupils	for	each	shoe	size.

Which	shoe	size	is	worn	the	most?

How	many
	 pupils
	 want	to	be
	 policemen?

	 Which
	 ambition
 is the
	 favoured?

a

a

b

b

1

2

8.3.1•	 Provide	more	exercises	in	worksheets	or	question	cards	according	to
pupils’	ability.

Solve	the	problems.

Ambitions

N
u

m
b

e
r

o
f

p
u

p
ils

11

10

9

8

7

6

5

4

3

2

1

0
	 Chef	Policeman	Nurse	 Doctor

Ambitions

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100

Collect	data	on	how	your	classmates	go	to	school.

Paste	the	name	cards	in	the	boxes	of	the
	 Go	to	School	chart.

1

2

3

4

Collect	data	in	a	table.

How Do We Go to School?

Go	to	School	chart,	name	cards,
glue

Materials/Resources

Display	the	chart	at	the	mathematics	corner.

Zura

Siew

Devi

Rita

Dayang Juli Rao

Lim

Radin

Amir

Go to School Chart

School	bus 5
4
1

Car
Bicycle

Number
of pupils

Walk

Method

100

•	Divide	pupils	into	groups.	Guide	them	to	make	name	cards.
•	 Prepare	the	Go	to	School	chart.	Guide	pupils	to	paste	their	names.
•	 Ask	pupils	to	carry	out	question	and	answer	activity	on	the	data	above
such	as	the	most	and	the	least	popular	means	of	getting	to	school.
•	 Carry	out	various	methods	of	data	collection.

8.1.1
8.3.1

LE
T’S HAVE FUN

TE
AC

HER’S

NOTES

AB 155-156

Ways to
school

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Skim Pinjaman Buku Teks

Sekolah

Tahun Darjah Nama Penerima
Tarikh
Terima

Nombor Perolehan:

Tarikh Penerimaan:

BUKU INI TIDAK BOLEH DIJUAL

Dengan ini, SAYA BERJANJI akan menjaga buku ini
dengan baik dan bertanggungjawab atas kehilangannya,

serta mengembalikannya kepada pihak sekolah pada
tarikh yang ditetapkan.