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
Graphic Designers
Najmi bin Mat Sarit

Mohd Khairin bin Abd. Malek

Dewan Bahasa dan Pustaka
Kuala Lumpur

2016

Writers
Chan Yook Lean

Wan Yusof bin Wan Ngah
Gobi a/l Krishnan Editors

Ainol Rafezah binti Alias
Nurul Adilah binti Hamdan

Illustrator
Wong Chi Ming

Translator
Norehan binti Shaharoun
KK 513-221-0102021-49-1250-20101
ISBN 978-983-49-1250-5

First Printing 2016
© Ministry of Education Malaysia 2016

All Rights Reserved. No parts of this book 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 Director-General, 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 Typeface Size: 18 points

Printed by:
Attin Press Sdn. Bhd.,
No. 8, Jalan Perindustrian PP4,
Taman Perindustrian Putra Permai,
43300 Seri Kembangan,
Selangor Darul Ehsan.

ACKNOWLEDGEMENTS

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

•	 The	Panel	of	Evaluation,
Textbook Division,

Ministry of Education Malaysia.

•	 Officers	of	the	Textbook	Division,
 Ministry of Education Malaysia.

•	 The Panel of Evaluation,
 Dewan Bahasa dan Pustaka.

•	 SK	Taman	Bukit	Maluri, Kuala Lumpur.

•	 SK	Pengkalan	Rinting, Johor.

•	 All	parties	involved	in	the	process	of

publishing this book.

Serial No.: 0188
CONTENTS

iii

3 FRACTIONS    1

RECOGNISE	FRACTIONS	 	2
	 MY	PROJECT			 	6
	 SOLVE		 	7
 SMART FUN   10

4 MONEY   1 1

RECOGNISE	MONEY   12
	 VALUE	OF	MONEY			 14
	 CONVERSION	OF	MONEY			 16
	 GET	MONEY	AND	RECORD	MONEY			 20
	 MY	PROJECT	 22
	 SOLVE			 23
 SMART FUN   30

5 TIME 31

RECOGNISE TIME OF THE DAY 32
 RECOGNISE THE CLOCK AND TIME 33
 SAY AND WRITE THE TIME 35
 MY PROJECT 37
 RECOGNISE DAYS, WEEKS AND MONTHS 38
 SOLVE 4  1
 SMART FUN 44
iv

6 LENGTH, MASS AND VOLUME OF LIQUID 45

RECOGNISE	LENGTH	OF	OBJECTS 46
	 MEASURE	AND	COMPARE	THE	LENGTH	OF	OBJECTS	 48
	 RECOGNISE	MASS	OF	OBJECTS	 51
	 WEIGH	AND	COMPARE	THE	MASS	OF	OBJECTS	 52
	 RECOGNISE	VOLUME	OF	LIQUIDS	 54
	 MEASURE	AND	COMPARE	THE	VOLUME	OF	LIQUIDS	 55
	 SOLVE	 57
 SMART FUN 60

7 SHAPES 6 1

3-D SHAPES 62
	 RECOGNISE	3-D	SHAPES	 64
 3-D SHAPES PATTERNS 66
	 BUILD	MODELS	 67
 2-D SHAPES 68
	 RECOGNISE	2-D	SHAPES	 69
 2-D SHAPES PATTERNS 70
 CREATE PATTERNS 7 1
	 SOLVE	 72
 SMART FUN 74

8 DATA 75

COLLECT	DATA 7 6
	 RECOGNISE	PICTOGRAPH	 7	8
	 SOLVE	 8	1
 SMART FUN 8 4
3.1.1

1

•	Guide	the	pupils	to	talk	about	objects	in	the	picture	that	show	two	equal	parts.
•		Discuss	daily	life	situations	which	involve	fractions.

3 FRACTIONS

Ai	Lin,	mummy	has
cut	this	waffle.

Two	equal
parts.

I	want
half.
2

3.1.1

•	 Explain	that	fraction	is	a	part	of	a	whole	object	through	simulation.	Every	part
must	be	of	equal	size.
•	Activities	of	colouring	or	shading	one	out	of	two	parts	of	different	shapes.
•	 Tell	the	pupils	that	one	over	two	is	also	called	half.

RECOGNISE FRACTIONS

1	out	of	2	equal	parts
is	one	over	two.

Which	is
one	over	two?
Discuss.

Fold
a	paper

Draw	a	line
in	the	middle Colour	one

part
Write	the
fraction

1

One over two and one over four

One
over
two

What	is	one	over	two?

Let’s	make	one	over	two.

Half
strawberry.
Half	kaya.

One
whole Half

Half
3

3.1.1

AB	pages	1	-	3

•	Activities	to	understand	one	over	two	and	one	over	four	using	fraction	kits	or	fraction
cards.	Show	to	the	pupils	that	each	quarter	when	combined	will	form	one	whole
(original	shape).
•	 Surf	http://www.kidsnumbers.com/fractions.php

1	out	of	4
equal	parts.

Each	part
is	one	over
four	or
quarter.

Adi	eats	one	over
four	of	a	cake.
Which	cake	is	it?
Discuss.

Fold
a	paper

One

Draw	lines
Colour	one
part

Write	the
fraction

Chocolate
cake

Fruit	cake

Layered	cake

Quarter
2

One
over	four

What	is	one	over	four?

One	over
four
4

3.1.1

AB	pages	4	-	5

•	Guide	the	pupils	to	understand	the	concepts	of	two	over	four	and	three	over	four
through	activities	such	as	fraction	kits,	using	concrete	objects	and	paper	folding.
•	Compare	two	over	four	and	one	over	two.
•	Use	a	variety	of	shapes	for	pupils	to	identify	fraction	values.

Each	part	is	equal.

2 out of
4 parts

3 out of
4 parts

Three	over	four

Three	over	four
is	also	called
three	quarters.

Is	the	red-shaded	part
three	over	four?	Discuss.

Two over four and three over four

1 out of
4 parts

One	over	four Two	over	four
5

3.1.1

•	 Provide	more	exercises	to	elicit	pupil’s	ideas	such	as	questions	3	and	4.
•	 Provide	more	questions	in	the	form	of	worksheets	or	question	cards.

Are	the	shaded
parts	the	same
size?	Explain.

aa

a

a

a b

bb

b

b

cc

c

c

1	 Which	is	one	over	two?	Why?

2	 Which	is	one	over	four?

3	 Name	the	fraction	of	the	blue-shaded	part.

4	 Specify	a	diagram	that	shows:

two	over	four. three	over	four.

SELF-TEST

SHARPEN
YOUR
MIND
6

3.1.1

•	 Prepare	enough	suitable	materials	for	activity.	The	dough	can	be	replaced	by
plasticine.
•	Guide	the	pupils	to	divide	the	cookies	into	equal	parts.

Fraction
cookies

Method

1	 Knead	the
	 dough.

4	 Cut	the	cookie	into	two
equal	parts.

2	 Press	and	level
	 out	the	dough.

5	 Decorate	the	cookie	according
	 to	the	fraction.

3	 Press	the	mould
	 onto	the	dough.

6	 Label	the	fractions.

One	over
two

Two	over
four

One	over
four

Three	over
four

MY
PROJECT

Members  4	to	6	in	a	group.

Materials 	 Dough,	mould,
	 saucer,	ruler,
	 decorative	materials.
7

Method

Method

•	 Show	other	problem	solving	strategies	such	as	simulation.
•	 Surf	http://www.homeschoolmath.net/teaching/f/understanding_fractions.php
•	Guide	the	pupils	to	check	answers.3.2.1

1

2

SOLVE
Suri	cuts	a	cake	into	two	equal	parts.
What	is	the	fraction	for	each	part?

What	is	the	fraction	for
Azim’s	pizza?

Each	part	of	the	cake	is	one over two.

The	fraction	for	Azim’s	pizza	is	one over four.

Mummy	cuts	this	pizza.
Four	equal	parts.
One	part	is	for	Azim.

One	over	four

One	over
two
8

Method

Method

AB	pages	6	-	8

•	Use	geoboard	to	form	one	over	four,	one	over	two,	two	over	four	and	three	over
four	from	one	single	shape.
•	 Encourage	the	pupils	to	check	their	answers.

3.2.1

4

3 I	eat	three	equal	parts	of	a	murtabak.
What	fraction	of	the	murtabak	do	I	eat?

Two	out	of	four	plots
are	planted	with
tomato	plants.	What
is	the	fraction?

I	eat	three over four	of	the	murtabak.

I	draw
a	diagram.

The	fraction	is	two over four.

tomato
plants

tomato
plants

Two	over	four

Three	over	four
9

•	 Provide	more	questions	in	the	form	of	worksheets	or	question	cards.
•	 Surf	http://www.sheppardsoftware.com/mathgames/earlymath/	fractions_shoot.htm

3.2.1

a	 What	is	the	fraction	for
each	part	of	this	apple?

Solve	these.

d	 Johan	drinks	half
a	bottle	of	juice.
Which	juice	is	it?

b	 Ani	eats	a	quarter	of	an
omelette.	What	is	the	fraction?

c	 Lim	divides	a	piece	of	paper
	 into	four	equal	parts.	He	draws
3	parts	with	patterns.	Name

the	fraction	of	parts	with
patterns.

AppleOrange Pineapple Kiwi

SELF-TEST
10

•	 Prepare	materials	and	shapes	that	have	been	divided	into	equal	parts	for	each
group.
•	Guide	the	pupils	to	carry	out	activities	to	reinforce	the	fractions	concept.

3.1.1
3.2.1

Fun
fractions

Method

Materials

1	 Colour	one,	two	or	three	parts.

2	 Paste	the	shapes	on	a	fraction	chart.

Fraction	chart Coloured
paper

Coloured
pencils

Glue

3	 Display	your	work.	Talk	about	it.

Shape	cards

FRACTIONS

One over two One over four Two over four Three over four

AB	pages	9	-	10

Members  4	pupils	in	a	group.
11

3.1.1

11

4.1.1
4.2.1

•	Ask	the	pupils	to	talk	about	the	pictures.	Expose	them	to	the	history	of	money	like
barter	system	and	the	past	currencies.
•	Apply	moral	values	of	spending	wisely	and	caring	for	the	environment.
•	 Surf	https://www.youtube.com/watch?v=J7hNOt2Y0J8

MONEY4

This	tin	can
be	sold.

I	want	to	buy	shoes.
12

Gold	colour.
There	are
patterns,
teacher.

Different	sizes.

Look	at	the	coins.	Talk	about	it.

4.1.1

•	Discuss	similarities	and	differences	among	four	types	of	coins.
•	 Explain	that	money	is	an	exchange	tool	in	buying	and	selling	activities.
•	 Surf	http://www.bnm.gov.my/files/publication/ar/bm/2011/	cp02_001_rencana.pdf
to	explore	more	information	on	characteristics	of	money.

RECOGNISE MONEY

2

1

Look	at	these	coins.	What	are	the
similarities?	What	are	the	differences?

Number

Round
shape

Silver	colour	 Gold	colour	Hibiscus
13

4.1.1

AB	pages	11	-	14

•	 Explain	that	the	number	on	money	shows	the	value	of	money.
•	 Encourage	the	pupils	to	communicate	about	money.
•	 Provide	more	questions	in	the	form	of	worksheets	or	question	cards.
•	 Surf	http://www.bnm.gov.my/microsites/2011/banknotes/00_overview.htm

3 Bank	Negara	logo		Hibiscus

Wau	bulanNumber

Talk	about	the	money.

Talk	about
these	RM5	and
RM10.	What	are
the	differences?

a b c

SELF-TEST
14

3.1.1

AB	page	15

•	Carry	out	simulation	activities	on	combination	of	values	of	money.
•	 Encourage	the	pupils	to	show	combination	of	values	of	money	on	the	abacus.
•	 Emphasise	that	the	value	of	a	combination	of	money	is	the	total	amount	of	all	the
money.

4.1.2

VALUE OF MONEY

Five	sen.

5 sen

Twenty	sen

Ten	sen

Fifty	sen

Ten	sen Thirty	sen

10	sen

50	sen20	sen

10	sen 30	sen

65	sen

2

1

Count	on
20	sen,	30	sen.

This	dot
separates
the	ringgit
and	the	sen
15

3.1.1

AB	page	16

•	Have	group	activities	where	pupils	use	play	money	and	abacus	to	show	the	amount
of	money	and	write	the	value	of	money	said	aloud	by	teacher.
•	 Provide	more	questions	in	the	form	of	worksheets	or	question	cards.4.1.2

One	ringgit

Five	ringgit

Say	the	amount	of	money.

RM1

RM10

Six	ringgit

RM6

Two	ringgit

RM2

a b c

4

3

SELF-TEST
16

3.1.1

•	Guide	the	pupils	to	convert	money	using	different	combinations	of	coins.

4.1.3

1

2

CONVERSION OF MONEY

same	value	 .

same	value

? ? ? ?

a

b

c

same	value

same
value

This	machine	does	not	accept	5	sen.
This	money	needs	to	be	converted.

I	have	20	sen.
I	want	to	save	it.

I	have
20	sen	too.
17

3.1.1

•	 Explain	that	conversion	of	money	is	to	give	and	receive	money	of	the	same	value.
•	Carry	out	quizzes	on	finding	the	conversion	value	of	coins.
•	Do	simulation	activities	to	enhance	pupils’	understanding.4.1.3

3

State	other	combinations
to	convert	50	sen.

4

same
value

same
value

same
value

same
value

100	sen 100	sen 100	sen

RM1

same	value same	value same	value

There	are	other
conversion	of	RM1.
Talk	about	it.
18

3.1.1

5

•	Guide	the	pupils	in	simulation	activities	using	play	money	to	enhance	their
understanding	of	combination	of	money.
•	 Surf	https://www.mathsisfun.com/money/make-amount.html4.1.3

What	is	the	value	of	each	coin	they	have?

I	have	8	coins.
The	value	is	RM1.

I	have	RM1	too.
But	I	have	9	coins.

same
value

same
value

same
value

SHARPEN
YOUR
MIND

Say	other
combinations
for	RM5.
19

3.1.1

AB	pages	17	-	19

4.1.3

•	Discuss	the	conversion	value	of	40	sen,	70	sen,	RM3,	RM8	and	others.
•	 Provide	more	questions	in	the	form	of	worksheets	or	question	card.
•	 Surf	http://www.mathsisfun.com/money/money-master.html

6

Complete	the	conversion	of	money.

b

has	the	same	value	as	 									.a

c has	the	same	value	as

and	 										.

has	the	same	value	as																	.

a

same
value

b

Say	other	combinations	that	has

the	same	value	as		 	.

SELF-TEST
20

3.1.1

•	 Explain	that	source	of	money	is	money	that	you	get	from	a	job	or	from	someone,	and
discuss	about	the	source	of	pupil’s	money.
•	 Explain	that	the	money	record	is	important	for	recall	and	as	reference.
•	Discuss	ways	of	saving	money	safely	and	managing	it	wisely.

4.2.1
4.2.2

GET MONEY AND RECORD MONEY
1

WAYS
TO GET
MONEY

Duit	raya

Pocket
money

Money	from	sales

Gift

What	are	other	ways
to	get	money?

Money	from
grandfather
21

AB	pages	20	-	21

4.2.1
4.2.2

•	Discuss	ways	to	get	money.
•	Apply	moral	values	of	fulfilling	needs	when	spending	instead	of	desire	as	shown	in
the	ledger	of	pocket	money	book.
•	 Explain	that	spending	freely	is	spending	excessively.

Can	Li	Ming	buy	a	wallet
if	he	spends	freely?

I	save	some	money.
I	want	to	buy	a	wallet.

2

Good	Li	Ming.

Li	Ming	draws	a	table.

10/3/2017

16/3/2017

24/4/2017

RM10 RM5

90	sen

RM5

RM5

40	sen

RM1

Granny
gives

Pocket
money

Sell	tins

Story
book

Bread

Date Money source SpendSave
22

3.1.1
4.2.1
4.2.2

•	Guide	the	pupils	to	record	savings	and	spending	using	MS	Word	software.
•	Ask	the	pupils	to	bring	a	goods	catalogue.	Prepare	materials	for	the	activity.
•	Activity	can	be	done	individually	or	in	groups.

MY
PROJECT

Let’s be
thrifty

Steps

Think	of	something	you	wish	to	buy	in	a	week.

List	out	pocket	money	and	expenses	in	a	manila	card.

Paste	pictures	of	things	you	wish	to	buy.
Display	on	the	mathematics	corner.

Materials			 Manila	cards,
	 goods	catalogue,

scissors,	glue.

Date Save SpendPocket
Money

1

2

3
4
23

Method 1

Method 3

Method 2

50	sen		+		30	sen		=

50	sen
+		30	sen
80	sen

80 sen

SOLVE
1

Kim	buys										and								.	Find	the	total	cost.

The	total	cost	is	80 sen.

50	sen		+		30	sen		=

60	sen

30	sen

50	sen

30	sen

Count	on.
50	sen,	70	sen,	80	sen.

•	Do	buying	and	selling	activities	in	class.	Provide	more	questions	such	as	adding	the
cost	of	pencil	and	sharpener.
•	Guide	the	pupils	to	add	the	values	of	coins	through	simulation	using	play	money.
•	 Train	the	pupils	to	calculate	using	abacus.

AB	page	22

4.3.1
24

3.1.1

Method 1

Method 2

Method 1

Method 2

AB	page	23

•	 Provide	a	variety	of	questions	to	enhance	pupils’	understanding.
•	 Encourage	the	pupils	to	use	a	variety	of	strategies	in	solving.

4.3.1

RM5		+		RM5	=

55	sen		+		25	sen	=

RM5		+		RM5	=	 RM10

55	sen		+		25	sen	=	 80 sen

The	total	amount	of	money	is	RM10.

Fei	Fei	has	80 sen.

RM	 5
+	 RM	 5
	 RM	10

1

55	sen
+				25	sen
80	sen

1

Arisa	has	55	sen.	Fei	Fei	has	25	sen	more	than	Arisa.
How	much	money	does	Fei	Fei	have?

3

2

Ramu	donates	RM5.	Kamal	donates
RM5	too.	Calculate	the	total	amount
of	money.
25

Method 1 Method 2

4.3.1

•	 Provide	more	questions	on	subtraction	of	money	based	on	pictures	such	as	to	find
what	is	left,	the	difference,	how	much	is	less	to	enhance	the	subtracting	skill.
•	 Surf	http://www.teach-nology.com/worksheets/math/money/mon1.html

4

a	 Fara	has	80	sen.	She	buys								.	Find	the	amount	left.

b	 Find	the	difference	of	prices	between and	 .

80	sen	–	70	sen	=

RM6	–	RM3	=

RM6	–	RM3	=	 RM3

80	sen	–	70	sen	=	 10 sen

The	amount	left	is	10 sen.

80	sen
–	 70	sen
	 	10	sen

RM6
	 –	 RM3
	 	 RM3

0 RM1 RM3RM2 RM4 RM5 RM6

The	difference	of	prices	is	RM3.

Count	back

RM6RM3 90	sen RM570	sen

Method 1 Method 2
26

Method

Method 1

Method 2

4.3.1

•	Guide	the	pupils	to	subtract	coins	and	notes	using	a	variety	of	strategies.
•	Apply	moral	values	such	as	honesty	and	thrifty.

5

RM10	–	RM4	=

RM10	–	RM4	=	 RM6

The	money	left	is	RM6.

RM	10
–	 RM	 4
	 RM	 6

Saiful	has	RM10.	He	donates	RM4	to	the	poor.
How	much	money	is	left?

RM6 RM7 RM8 RM9 RM10

Ying	has	RM10.	Wafi	has	RM2	less	than	Ying.
Calculate	Wafi’s	money.

6

RM10	–	RM2	=	 RM8

Wafi	has	RM8.

RM10	–	RM2	=

Count	back	to	check
the	answer.

RM	10
–	 RM	 2
	 RM	 8

AB	pages	24	-	25
27

3.1.1

Method 1

Method

Method 2

4.3.1

•	Do	simulation	activities	using	play	money	to	add	or	subtract	money.

Adib	has	80	sen	in	his	money	box.	He	puts
in	20	sen	more.	What	is	the	total	amount	of
Adib’s	money?

7

80	sen	+	20	sen	=

80	sen	+	20	sen	=	 100 sen

The	total	amount	is	100 sen.

8 0	sen
+	 	2 0 	sen
			1	0	0	 sen

8

25	sen	+	 	=	65		sen

Aini	needs	to	save	40 sen more.

Aini	has	25	sen.	Esha	has	65	sen.	How	much	more
must	Aini	save	to	have	the	same	amount?

2 5 	sen
+	 4	0	sen

6 5 	sen

Discuss	ways	to
check	the	answer.

25	sen	+	 40 sen 	=	65	sen

80	sen 90	sen 100	sen

+	10	sen +	10	sen
28

3.1.1

You	have	 and	4	 .

Mummy	gives	 	.	Which	book

would	you	buy?	Why?

RM8 RM9 RM10

Method 1

Method 2

4.3.1

•	 Explain	that	a	combination	of	money	is	several		pieces	of		money	that	has	one	value.
•	 Provide	variety	of	daily	life	situations	involving	subtraction	of	money	such	as	buying
and	selling,	and	savings	activities.

RM	1	–	60	sen	=

RM	1	–	60	sen	=	 40 sen

Najwa	may	receive	4 pieces of 10 sen.

100	sen
–	 60	sen
	 40	sen

Najwa	buys	a	bun.	She	pays	RM1.
How	many	20	sen,	10	sen	or	5	sen
that	she	may	receive?

Najwa	may	receive	other
changes.	Discuss.

9

How	much	is	the	change?

Bun	is	60	sen.	Pay	RM1.

SHARPEN
YOUR
MIND

AB	pages	26	-	28
29

3.1.1

•	 Provide	a	variety	of	questions	to	enhance	pupils’	understanding.
•	 Provide	more	questions	in	the	form	of	worksheets	or	question	cards.
•	 Surf	http://www.kidsmathgamesonline.com/money/funshopping.html4.3.1

Solve	these.

a	 What	is	the	total	price	of	one	doughnut	and	one	curry	puff?

b	 Find	the	difference	in	price	between	one	fried	chicken
and	one	cake.

d	 Kim	has	50	sen.	He	wants	to	buy	a	soya	bean	drink.
How	much	more	money	does	he	need?

c	 Sara	has	RM3.	She	buys	one	burger.	Calculate	Sara’s
amount	of	money	left.

Waffle
RM3

Curry	puff
40 sen

Fried	chicken
RM2

Burger
RM2

Doughnut
50 sen

Cake
RM1

Soya	bean
drink

80 sen

e	 Ramjit	pays	RM5	for	one	waffle.	How	many	 	will	he
received?

SELF-TEST
30

3.1.1

•	Ask	the	pupils	to	determine	play	turns.	Ask	the	cashier	to	give	RM10	to	each	player.
•	 Carry	out	quizzes	or	other	games	activities	according	to	pupils’	abilities.4.2

4.3

AB	pages	29	-	30

Let’s collect
some money!

Rules
	1	 Take	RM10.
2	 Toss	a	coin.	If	it	is	head,	move	the	chip	1	step.	If	it	is	tail,
move	the	chip	2	steps.

3	 Follow	the	instructions	on	the	squares.
	4	 Jot	down	money	received	or	spent.
	5	 Take	turns	until	finished.
6	 The	player	with	the	most	amount	of	money	is	the	winner.

START

END

BUY
BOOK BUY

PEN

BUY
ICE CREAM

BUY
BREAD

SELL
NEWSPAPERS

POCKET
MONEY

DONATE

FINE FOR
THROWING
RUBBISH

RECEIVE
GIFT

DUIT
RAYA

RM4

RM3
RM2

RM2

RM5

RM1

RM1

RM1

RM1

RM10

Members		 3	players	and	1	cashier.

Materials			 Play	money,	coins,
	 chips,	pencils,	papers.
31

3.1.1

•	Ask	the	pupils	to	talk	about	the	pictures.	Apply	Elements	Across	the	Curriculum	(EMK)
	 like	moral	values	of	appreciating	time	and	the	environment.
•	 Surf	https://nrich.maths.org/6070

TIME

5.1.1
5.1.2

Day Night

31

5
32

3.1.1

Say	the
activities
and	the
time	of
the	day.

AB	pages	31	-	33

5.1.1
5.1.2

•	Guide	the	pupils	to	talk	about	their	activities	which	are	suitable	in	the	morning,
	 afternoon,	evening,	night	and	midnight.
•	Guide	the	pupils	to	say	the	time	based	on	activities	in	the	picture	cards.
•	 Instil	values	of	practicing	daily	activities	according	to	schedule.

RECOGNISE TIME OF THE DAY

March	2017

8
	Wednesday

SELF-TEST

Talk	about	the	activities	in	the	picture.

Morning

Night

Afternoon

Evening
33

3.1.1
5.2.1
5.2.2

•	Guide	the	pupils	to	know	the	hour	hand	and	the	minute	hand.
•	 Relate	concepts	of	fractions	of	half,	quarter	and	three	quarters	to	guide	the	pupils
	 to	understand	the	concept	of	half	of	an	hour,	quarter	of	an	hour	and	three	quarters
	 of	an	hour.

The	minute	hand
moves	half	of	the
clock	face.

RECOGNISE THE CLOCK AND TIME

1

2

3

One	over	four	of	an	hour
is	called	quarter	of	an	hour.

Half	of
an	hour

Quarter	of	an	hour

The	minute	hand	moves	one
over	four	of	the	clock	face

This	is	a	clock	face.
There	are	numbers
from	1	to	12.

The	short hand	is	the	hour hand.
The	long hand	is	the	minute hand.

Hour
hand

Minute
hand
34

3.1.1

AB	pages	34	-	35

5.2.2

•	Use	actual	clock	or	clock	model	in	activities	to	understand	half	of	an	hour,	quarter	of
an	hour	and	three	quarters	of	an	hour.
•	 Provide	more	questions	in	the	form	of	worksheets	or	question	cards.

4

Look	at	the	blue-shaded	part.	State	which	is	half	of	an	hour,
quarter	of	an	hour	or	three	quarters	of	an	hour.

Three	quarters	of	an	hour

a b c

Three	over	four	of	an	hour
is	known	as	three	quarters

of	an	hour.

The	minute	hand	moves	three
over	four	of	the	clock	face

a b

SELF-TEST

SHARPEN
YOUR
MIND

Look	at	the
white-shaded
part.	What	is	the
time	in	hours?
35

3.1.15.2.3

•	Guide	the	pupils	to	say	time	correctly	based	on	clock	models.
•	 Carry	out	simulation	activities	such	as	moving	the	hour	hand	and	minute	hand
according	to	the	times	mentioned.
•	 Surf	https://www.superteacherworksheets.com/time/time-5_TZTNN.pdf

The	minute	hand	and
the	hour	hand	are	at
the	same	number.
What	is	the	time?

SAY AND WRITE THE TIME

What	is	the	time?

Two o’clock

1

2

5	o’clock

Five	o’clock.

SHARPEN
YOUR
MIND
36

3.1.1

AB	pages	36	-	37

5.2.3

•	Guide	the	pupils	to	say	and	write	the	time	in	half	of	an	hour	and	quarter	of	an	hour.
•	Use	actual	clock	so	that	pupils	understand	the	position	of	the	hour	hand	and	the
minute	hand.
•	 Provide	more	questions	in	the	form	of	worksheets	or	question	cards.

3

4

Where	is	the
hour	hand	at
half	past	eight?

Quarter	past	ten Quarter	past	three

a b

a

a

b

b c

Say	and	write
the	time.

It	is	half
past	four.

The	hour	hand	is	between
4	and	5.	The	minute	hand

points	to	6.

SELF-TEST
37

3.1.1
5.2.1
5.2.2
5.2.3

•	Guide	the	pupils	to	carry	out	activities	to	build	a	clock	during	the	arts	lesson.
•	 Prepare	related	question	cards.

Time
sense

Steps

1	 Prepare	the	materials.

3	 Fasten	the	hour	hand
and	the	minute	hand.

2		Paste	numbers	1	to	12
on	a	plate.

MY
PROJECT

Three	quarters
of	an	hour.

4		Do	question	and	answer
activities	with	your	friends.
For	example:

Members		 2	pupils	in	a	group.

Materials			 Polystyrene	or	paper
	 plates,	glue,	number
	 cut-outs,	hour	hand,
	 minute	hand,	thumb	tacks.
38

3.1.15.1.3

•	Guide	the	pupils	to	say	in	sequence	the	name	of	days	in	a	week	using	calendar,
	 class	timetable	or	MS	PowerPoint.
•	 Carry	out	activities	to	describe	events	in	a	week.	Instil	moral	values.
•	 Surf	https://www.youtube.com/watch?v=Ha9Xe8rn3cY

RECOGNISE DAYS, WEEKS AND MONTHS

Today	is	Friday.
Yesterday	was	Thursday.
Tomorrow	is	Saturday.
The	day	after	tomorrow	is	Sunday.
Tuesday	is	between	Monday	and	Wednesday.

Today	is	Monday.	What	day	was	yesterday?

1

Thursd
a

y

Wednesda
y

Tuesda
y

Frid
a

y

Satu
rd

a
y

M

on
d

a
y

Sunday

There	are	7 days
in	a week.

Name	the	days.

One	week	is	from	Sunday	to	Saturday.
So,	Thursday	until												is	also	one	week.

SHARPEN
YOUR
MIND
39

3.1.1

AB	pages	38	-	40

5.1.4

•	Guide	the	pupils	to	say	in	sequence	the	months	in	a	year.
•	Discuss	the	months	for	festivals	in	Malaysia,	Mother’s	Day,	Father’s	Day	and	etc.
•	 Carry	out	activity	to	get	birth	dates	of	classmates.
•	 Surf	https://www.youtube.com/watch?v=KSclYzSnIck

The	first	month	is	January.
Before	the	month	of	May	is	April.
After	the	month	of	September	is	October.

In	what	month	was	Ai	Ling	born?	Discuss.

Name	the	months	from	January	to	December.

There	are	12 months	in	a year.

2

I	was	born	in
the	same	year
but	I	am	older.

SHARPEN
YOUR
MIND

I	was	born
in	March
2010.
40

3.1.1
5.1.3
5.1.4

•	 Provide	more	questions	in	the	form	of	worksheets	or	question	cards.
•	 Provide	variety	of	activities	e.g.	crossword	puzzle	to	enhance	pupils’	understanding.
•	 Surf	https://www.superteacherworksheets.com/calendars/months-this-next-last_
MONTH.pdf

Complete	the	table.

ActivityDay

Sunday Community	project

Revision

Play	draughts

Play	netball

Recycle	campaign

Go	to	the	library

Visit	orphanage

SELF-TEST

Friday

TuesdaySunday

Saturday

Monday

Wednesday

Thursday
41

3.1.15.3.1

•	Guide	the	pupils	to	seek	information	such	as	what	is	given	and	what	is	asked	for.
•	 Show	various	strategies	to	solve	problems	such	as	simulation.

SOLVE

Maya	helps	her	mother	at	quarter past eleven.

Maya	helps	her	mother	in	the
kitchen.	What	time	is	that?

1

2 The	clock	shows	the	time	Suyin
reads	her	story	book.	What	is
the	time?

The							shows	it	is	night.
The	clock	shows	half	past	nine.

Look	at	the	hour
hand	and	the
minute	hand.

Suyin	reads	the	story	book	at	half past nine at	night.

Method

Method
42

3.1.15.3.1

•	 Provide	a	variety	of	questions	so	that	the	pupils	can	achieve	TP6.
•	 Surf	http://www.edhelper.com/TimeMath16.htm

Today	is	Tuesday.	Nizam	learns	Physical
Education.	The	day	after	tomorrow,	he	will
learn	it	again.	State	the	day.

The	day after tomorrow	is	Thursday.

The	test	is	in	October.

Ajay	has	a	test	after	September.
In	what	month	is	the	test?

After	September	is	October.

Tuesday Wednesday Thursday

Today Tomorrow The	day	after

3

4

Method

Method

Friday
43

3.1.1

AB	pages	41	-	42

5.3.1

•	 Surf	http://www.math-aids.com/Time/
•	 Provide	more	questions	in	the	form	of	worksheets	or	question	cards.

Look	at	the	information.

a	 What	time	are	the
treatment	hours?

b	 List	all	the	days	that
	 the	clinic	is	open.

Nurul	waters	her	plants	in	the
morning.	What	time	is	that?

Today	is	Friday.	Tomorrow,	Jeni	will	visit	her
grandmother.	State	the	day.

Arya	wants	to	buy	a	new
school	bag	at	the	end	of
the	year.	State	the	month.

Solve	these.

1

2

3

4

Dr. Wong Clinic
Treatment hours

•	Mondays	to	Saturdays.
•	9	in	the	morning
to	9	in	the	evening.
•	Closed	on	Sundays
and	public	holidays.

SELF-TEST
44

3.1.1
5.1
5.2

•	 Recite	jazz	chant	and	instil	moral	values.
•	Ask	the	pupils	to	show	the	time	mentioned	in	the	chant	using	a	clock	model,	to	say
in	sequence	the	days	of	a	week	and	the	months	of	a	year.

AB	pages	43	-	44

Quarter past seven we are in class
Listen to teachers on what they say
Quarter past eight the clock tells us

Every day we learn and play

Ring a ring the bell is ringing
It is half past ten and time for break

Feel so happy we start to sing
Happy faces our heart so big

Day and time we count each tick
To have 12 months in one whole year

We go to school five days a week
To gain knowledge from our teacher

Sunday, Monday, Tuesday, Wednesday
Thursday, Friday and Saturday
To mum and dad we must obey
You will be happy along the way

Precious time

Let’s	chant.
45

3.1.1

45

6.1.1

•	 Encourage	the	pupils	to	talk	about	the	stimulation	picture	above.
•	 Focus	their	attention	on	the	benches	(long	and	short),	trees	(tall	and	short),	cars	(far
and	near),	children	playing	on	the	see-saw	(heavy	and	light),	water	fountain	and	lake
(less	and	more).

LENGTH, MASS AND
VOLUME OF LIQUID

6
46

6.1.1
6.1.3

•	 Emphasise	the	use	of	the	term	long	in	a	variety	of	daily	life	situations.
	 For	example	comparing	objects	in	the	classroom.
•	 Surf	http://www.ixl.com/math/practice/kindegarten-long-short

The	pinang	tree	is	tall.	The	palm	tree	is	short.
The flies	high.	The	 	flies	low.

Long

HighTall

Low

Short

2

1

RECOGNISE LENGTH OF OBJECTS

We	use	one	short
bamboo	and	one
long	bamboo.

Short
47

6.1.1
6.1.3

AB	pages	45	-	46

•	Activities	to	build	objects	that	are	long,	short,	high,	low,	far	and	near	using	plasticine,
block	and	others.
•	 Provide	more	questions	in	the	form	of	worksheets	or	question	cards.
•	 Surf	http://www.ixl.com/math/practice/kindegarten-long-short

Compare.

A
B C D

E

Far

Near

3

a	 The	coach	which	is	the nearest	to	the	locomotive
	 is	 	.

b	 The	coach	which	is	the farthest	from	the	locomotive
	 is	 .
c	 Coach	 	is the longest.

d	 Coach	 	is the shortest.

e	 Coach	 	is the highest.

f	 Coach	 	is the lowest.

SELF-TEST
48

The	length	of	the	book	is	the	same	as	2 pencils	long.

•	Guide	the	pupils	to	measure	length	of	objects	using	suitable	non-standard	units
	 such	as	paper	clips,	coloured	chips,	buttons	and	etc.
•	 Provide	more	questions	in	the	form	of	worksheets	or	question	cards.

6.1.2
6.1.3

The	length	of	the	watch	is	equal	to	7	 .

is	longer than	 .

2

1

MEASURE AND COMPARE THE LENGTH
OF OBJECTS
How	shall	we	measure
the	length	of	this	book?

The	length	of	the
coloured	pencil	is
equal	to	4	 .

We	measure	the	length
of	this	book	from	end
to	end	using	pencils.
49

Adli

Kaswini

•	Carry	out	activities	to	measure	length	of	suitable	objects	using	hand	span	and	etc.
Discuss	why	the	lengths	differ	between	pupils.
•	Measure	the	same	object	using	different	non-standard	units.	Discuss.

6.1.2
6.1.3

4

3

The	length	of	the	mat	is
about	4 steps.

1	hand	span

The	width	of	the	table
is	about	5 hand spans.

Amni	measures
the	width	of	the
same	table,	6	hand
spans.	Why	is	her
measurement
is	different	from
Kaswini?

1	step
50

3.1.1

The	length	of	the	white	board	is	about
	 	arm	spans.

AB	pages	47	-	51

•	Guide	the	pupils	to	make	estimation	before	they	carry	out	the	measurement	activity
and	compare	their	estimate	measurements	with	the	actual	measurements.
•	 Surf	http://www.primaryresources.co.uk/maths/mathsEl.html#length
•	 Provide	more	questions	in	the	form	of	worksheets	or	question	cards.

6.1.2
6.1.3

1	arm	span

1	 Decide	how	to	measure
these	objects.

2	 Complete	these.

5

I	measure	the	length	of	the
white	board	using	arm	spans.

The	height	of							is	equal	to		 	 .

The	height	of						is	the	same	as	 	 		height.

is	taller	than	 .

.

SELF-TEST
51

6.1.1
6.1.3

AB	pages	52	-	53

RECOGNISE MASS OF OBJECTS

•	Guide	the	pupils	to	do	simulation	activities	by	carrying	objects	in	the	classroom	and
introduce	the	words	“heavy”	and	“light”.
•	Guide	the	pupils	to	reason	that	heaviness	or	lightness	of	an	object	depends	on	the
capacity,	amount,	type	of	material	used	and	etc.
•	 Provide	more	questions	in	the	form	of	worksheets	or	question	cards.

Which	box
is	heavy?
Give	reasons.

Compare	the	objects	below.	Heavy	or	light?

a	 b	 c

This	gas	cylinder	is	heavy.
I	use	a	trolley	to	carry	it.

This	box
of	tissues	is	light.
I	can	carry	it.

SELF-TEST

SHARPEN
YOUR
MIND
52

3.1.1

2

6.1.2
6.1.3

The	mass	of	the	red	book	is	less than
the	mass	of	the	blue	book.

The	mass	of	the	red	book
is	equal	to	5	marbles.

The	mass	of	the	blue	book
is	equal	to	8	marbles.

The	mass	of	the
mangoes	is	equal
to	3	tins	of	sardines.

Which	fruits	are	lighter?

•	 Explain	that	mass	is	the	weight	value	of	an	object.
•	Guide	the	pupils	to	use	different	non-standard	units	to	weigh	and	compare	mass	of
objects.

WEIGH AND COMPARE THE MASS OF
OBJECTS

1

The	mass	of	the	apples
is	the	same	as	the	mass
of	2	tins	of	sardines.
53

3.1.1

AB	pages	54	-	57

•	 Build	a	weighing	tool	using	clothes	hangers	or	suitable	objects	to	weigh	and	compare
mass	of	objects	in	the	classroom.
•	 Provide	more	questions	in	the	form	of	worksheets	or	question	cards.

6.1.2
6.1.3

The	mass	of	soya	sauce	is
less than	the	mass	of	sugar.

The	mass	of	rice	is	more
than	the	mass	of	sugar.

Which	is	heavier?
The	nail	or	the	table
tennis	ball?	Explain.

3

The	lightest	is	soya	sauce.
The	heaviest	is	 	.

Weigh	objects	using	marbles.	Write	down	the	number
of	marbles.	Compare	these.

What	is	the	heaviest
object?

What	is	the	lightest
object?

Object Number of marbles

SELF-TEST

SHARPEN
YOUR
MIND

1

2
54

3.1.1

AB	pages	57	-	58

•	Guide	the	pupils	to	understand	volume	of	liquid	by	using	different	sizes	of	containers.
	 For	example	various	size	of	bottles.	Introduce	the	terms	“half”	and	“quarter”.
•	 Provide	more	questions	in	the	form	of	worksheets	or	question	cards.

6.1.1
6.1.3

RECOGNISE VOLUME OF LIQUIDS

The	mango	juice	is	full.
The	guava	juice	is	little.

The	grape	juice	and	orange	juice	are	half.
The	volume	of	grape	juice	is	the	same as	the	volume

of	orange	juice.

Look	at	the	picture.
State	the	volume.

halfa	lot quarter				fulllittle

milk     tea    coffee

MANGO
JUICE

GRAPE
JUICE

GUAVA
JUICE

ORANGE
JUICE

Yummy Juice Healthy Juice

SELF-TEST
55

6.1.2
6.1.3

•	 Explain	that	volume	is	the	amount	of	liquid	in	a	container.
•	 Carry	out	activities	to	measure	volume	of	liquids	in	various	containers	using	the	same
non-standard	unit.	Guide	the	pupils	to	make	conclusions.

The	volume	of	 is	equal	to	5	 .

The	volume	of	 	is	equal	to	7	 .

The	volume	in	the	 	is	more.

The	volume	of	chocolate	milk	is	the most.
The	volume	of	fresh	milk	is	the least.

Compare	the	volumes	of	milk.

1

MEASURE AND COMPARE THE VOLUME
OF LIQUIDS

2

2	mugs4	mugs3	mugs

Which	container	has
more	water,
or	 ?
56

3.1.1

AB	pages	59	-	61

•	Carry	out	activities	to	measure	volume	of	liquids	in	several	different	containers	using
the	same	non-standard	unit.	Pupils	record	every	measurement	and	compare	them	to
make	conclusions.
•	 Provide	more	questions	in	the	form	of	worksheets	or	question	cards.

6.1.2
6.1.3

3

Look	at	the	picture.	Answer	the	questions.

The	volume	of	 	is	equal	to		 	 .

The	volume	of		 	is	equal	to		 	 .

The	volume	of	 is less than the

volume	of .

The	volume	of	 	is		 	the

volume	of	 .

The	volume	of		 	is	equal	to	 	 .

The	volume	of		 	is	equal	to	 	 .

The	volume	of		 	is	equal	to	 	 .

The	volume	of		 	is	  	than	the	volume	of		 	.

The	volume	of	 	is	 .

SELF-TEST
57

3.1.1

•	Use	simulation	method	or	construct	model	to	solve	problems.

6.2.1

The	pencil	is	longer than	the	pen.

Sugar	is	lighter than	flour.

Which	is	lighter,	the	sugar	or	the	flour?

The	mass	of	sugar	is	equal	to	3	tins	of	milk.
The	mass	of	flour	is	equal	to	6	tins	of	milk.
3	tins	are	less	than	6	tins.

2

1 The	length	of	the	pen	is	equal	to	4	 .	The	length	of
the	pencil	is	equal	to	5	 .	Which	is	longer,	the	pen
or	pencil?

SOLVE

Method

Method
58

3.1.1

AB	pages	62	-	64

6.2.1

•	 Provide	more	examples	involving	various	problems	of	length,	mass	and	volume	of
liquid	to	enhance	pupils’	understanding.

The	volume	of	 	is	equal	to	4	 .

The	volume	of	sugar	cane	juice	is	more	than	barley
drink.	The	volume	of	sugar	cane	juice	and	barley	drink
is	less	than	the	volume	of	coconut	water.	Which	liquid
has	the	least	volume?

The	volume	of		 	is	equal	to	6	 .

The	volume	of		 	is		2	 	less	than	the	volume	of	 .

What	is	the	volume	of		 	?

4

3

Barley drink	has	the	least	volume.

Sugar	cane
juice

Barley
drink

Coconut
water

2	 	less

Method

Method
59

6.2.1

•	 Solve	given	problems	using	suitable	methods.
•	 Surf	https://www.sheppardsoftware.com/mathgames/menus/measurement.htm

•	 Provide	more	questions	in	the	form	of	worksheets	or	question	cards.

Solve	these.

1	 The	volume	of		 	is	equal	to	4	 .	The	volume	of

is	equal	to	6	 .	Which	volume	is	more,	 	or	 	?

2	 Ramu	pours	a	box	of	lychee	juice	into	several	glasses.
Kiran	drinks	1	glass.	His	friends	drink	5	glasses.	How
many	glasses	a	box	of	lychee	juice	can	fill?

4	 The	length	of	the	pencil	case	is	equal	to	5	 .
	 The	length	of	a	pencil	is	equal	to	4	 .
	 Can	the	pencil	be	kept	in	the	pencil	case?
	 Explain.

a	 Which	is	heavier,	the	newspapers	or	the	books?
b	 How	many		 	for	the	total	mass	of	newspapers

and	the	books?

3

SELF-TEST
60

6.1

•	 Prepare	materials	for	the	SMART	FUN	activity	and	guide	the	pupils	to	build	the	chart
above.
•	Carry	out	activities	at	three	stations.	The	first	station	is	to	measure	length,	the	second
station	is	to	measure	mass	and	the	third	station	is	to	measure	volume	of	liquid.
Prepare	enough	materials	for	these	activities.

AB	pages	65	-	66

Length Mass Volume

Far

Near

Heavy

Light
High Low

The	mass	of	sugar	is	2	 .
The	mass	of	rice	is	3	 .
The	mass	of	sugar	is
less	than	the	mass

of	rice.

Biscuit
light.Flour

heavy.

A	lot A	little

Method

1	 Paste	suitable	pictures	on	work	cards.

2	 Decorate	the	work	cards.

3	 Display	on	the	mathematics	corner.

The	length	of	pencil	is	7	 .
The	length	of	crayon

is	4	 .
The	pencil	is	longer	than

the	crayon.

Comparison
chart

The	volume	of	guava
juice	is	the	same	as	the
volume	of	syrup	water.

Full Half
full

Quarter
full

Members		 6	pupils	in	a	group.

Materials			 Pictures	from	catalogues
	 and	old	magazines,	glue,
	 work	cards,	pen.
61

3.1.17.1.1

61

•	Discuss	the	three-dimensional	(3-D)	shapes	in	the	picture.
•	 Introduce	the	concept	of	3-D	and	give	examples	in	daily	life.

SHAPES7

Wow!	There	are
many	presents.

Different
shapes!
62

7.1.1

•	 Explain	that	a	3-D	shape	means	a	shape	which	has	length,	breadth	and	height.
•	Activities	to	relate	real	objects	to	cubes,	cuboids	and	pyramids.
•	 Surf	http://www.ixl.com/math/grade-4/which-3-dimensional-figure-is-being-
described

1

3-D SHAPES

3-D	Shapes

Cube Cuboid Pyramid

What	is	the	shape
of	this	tissue	box?
63

AB	page	67

7.1.1

•	Name	real	objects	which	are	in	the	shape	of	cone,	cylinder	and	sphere.
•	 Provide	more	questions	in	the	form	of	worksheets	or	question	cards.

2

Name	the	3-D	shapes	in
the	picture.	Count	every
shape.

These	are
3-D	shapes
too.

What	is	the
shape	of
this	skittle?

Cylinder

Cone

Sphere

SELF-TEST
64

3.1.17.1.2

•	Carry	out	simulation	to	identify	flat	faces,	vertices	and	straight	edges	using	3-D
models.
•	 Classification	activities	involving	groups	of	3-D	objects	according	to	its	characteristics.
•	 Surf	http://www.ixl.com/math/practice/kindergarden-geometry-of-every	day-objects.

RECOGNISE 3-D SHAPES

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

straight	edge

vertex

flat	face

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

Pyramid
•	5	flat	faces
•	5	vertices
•	 	straight	edges

2

3

1

straight
edge

This	is	a	flat	face.
All	faces	are	the
same	sizes.

flat	face

vertex

vertex

flat	face

straight
edge
65

3.1.1

AB	pages	68	-	69

7.1.2

•	 Encourage	the	pupils	to	build	i-Think	maps	for	characteristics	of	3-D	objects.
•	 Explain	that	the	shape	of	an	object	is	built	to	suit	its	use,	for	example	a	ball	is
sphere-shaped.
•	 Provide	more	questions	in	the	form	of	worksheets	or	question	cards.

Cone
•	1	flat	face
•	1	curved	face
•	1	vertex

Cylinder
•	 	flat	faces
•	1	curved	face

1	 Name	the	shapes	that	have	flat	faces.

Sphere
•	1	curved	face

4

5

6

2	 All	faces	are	the	same	sizes.	What	shape	is	this?

3	 Talk	about	the	shapes.

a b

vertex

flat	face

curved	face

flat	face

curved	face

curved	face

SELF-TEST
66

3.1.1

AB	page	70

7.1.3

•	Carry	out	activities	to	arrange	small	objects	in	3-D	patterns.
•	 Build	mobiles	of	3-D	shapes	pattern.
•	 Provide	more	questions	in	the	form	of	worksheets	or	question	cards.

3-D SHAPES  PATTERNS

Name	the
missing
3-D	shapes.	 b

a

What	is	the
8th	shape	in
this	pattern?

Wow!	The	lights
are	beautiful!

We	arrange	it
repeatedly.

Cubes	and	cones	are	arranged	repeatedly.

Three	3-D	shapes	are	arranged	repeatedly.

Pattern	1

Pattern	2

SELF-TEST
67

3.1.1

AB	page	71

7.1.4

•	 Encourage	the	pupils	to	build	and	name	their	own	models	and	then	display
their	work	in	class.
•	 Surf	http://www.primary-resourses.co.uk/maths/mathsE3.html#2
•	 Provide	more	questions	in	the	form	of	worksheets	or	question	cards.

BUILD MODEL
1

2

Tower
Castle

Castle	Model Tower	Model

Robot
Rocket

Car

Wow!	So	beautiful!	This	model
is	made	up	of	3-D	shapes.

Build	your	own	models.
What	3-D	shapes	did	you	use?

Talk	about
the	3-D	shapes
in	these	three
models.

a b c

Shape Number
of shapes

Cone 1

Cylinder 2

Cuboid 1

Cube 1

Shape Number
of shapes

Cone 2

Cylinder 3

Cuboid 1

Cube 2

Pyramid 1

SELF-TEST
68

3.1.1

AB	page	72

7.2.1

•	 Trace	around	one	flat	face	of	a	3-D	shape	to	get	a	2-D	shape.
•	 Explain	the	meaning	of	2-D	shapes	by	comparing	it	with	3-D	shapes.
•	 Provide	more	questions	in	the	form	of	worksheets	or	question	cards.

2-D SHAPES
2-D	shapes	exist	on	the	flat	faces	of	3-D	shapes.

What	is	the	2-D
shape	shown
on	the	screen?

CircleSquare

Rectangle

a b

Name	these
2-D	shapes.

1

3

2

4

SELF-TEST

SHARPEN
YOUR
MIND

Triangle
69

3.1.1

AB	pages	73	-	74

7.2.2

•	 Explain	that	2-D	shape	is	a	shape	that	has	a	flat	face	and	no	thickness.
•	Ask	the	pupils	to	name	and	show	corners,	straight	sides	and	curved	sides	based	on
picture	cards	of	2-D	shapes.
•	Carry	out	activities	to	build	2-D	shapes	using	the	geoboard.

RECOGNISE 2-D SHAPES

corner

straight
side

corner

straight
side

My	side	is	curved.	What	shape	am	I?

Name	the	2-D	shape	that	has	no	curved	side.

There	are
4 straight sides.
There	are
4 corners.

There	are
4 straight sides.
There	are
4 corners.

I	am
triangle.

There	are	3 straight sides.
There	are	3 corners.

I	am
square.

I	am
rectangle.

curved	side

There	is	1 curved side
only.

I	am
circle.

1

3

2

4

2

1

corner
straight
side

SELF-TEST
70

3.1.1

AB	page	75

7.2.3

•	 Explain	the	meaning	of	pattern	to	pupils.
•	 Encourage	the	pupils	to	surf	the	Internet	for	various	patterns	found	on	mats,
bedsheets,	clothes	and	others.
•	 Provide	more	questions	in	the	form	of	worksheets	or	question	cards.

2-D SHAPES PATTERNS

What	are	the	missing	shapes?

Triangles	and	squares	are	arranged	repeatedly.

Three	types	of	shapes	are	arranged	repeatedly.

Pattern		1

Pattern	2

The	shapes
are	arranged
repeatedly	to
make	patterns.

a

b

This	pattern
is	nice.

SELF-TEST
71

3.1.1

AB	page	76

7.2.4

•	Guide	the	pupils	to	understand	the	meaning	of	pattern	and	design,	and	differentiate	it.
•	 Carry	out	pupils	activities	in	pair	to	make	patterns	using	the	cut-out	of	2-D	shapes.
•	 Surf	http://www.kidzpark.com/worksheet/Fun-with-shapes-6/1556/

CREATE PATTERNS

Create	your	own
patterns.

Talk	about
the	pattern.

1

3

2

Number
of shapes 2 5 4 4

Shape

Number
of shapes 0 1 5 1

Shape

SELF-TEST
72

3.1.17.3.1

•	Guide	the	pupils	to	underline	important	information	in	the	question.

1

2

SOLVE
Danish	picks	a	shape	from
a	box.	It	has	1	vertex	and	1	flat
face.	What	shape	is	it?

Yong	arranges	a	2-D	shapes
pattern.	What	is	the	eighth
shape?

It	is	a	cone.

The	eighth	shape	is	a	circle.

Shape	1

1 2 3 4 5 6 7 8 9

Shape	2

Guess	and	check.

Arrange	a	2-D	shapes	pattern.

It	has	5	vertices	and	5	flat	faces.

It	has	1	vertex	and	1	flat	face.

Method

Method
73

3.1.1

AB	pages	77	-	78

7.3.1

•	Use	simulation	strategy	based	on	the	given	characteristics.
•	 Provide	more	questions	in	the	form	of	worksheets	or	question	cards.

3 Azri	chooses	two	2-D	shapes.	The
total	number	of	sides	for	both	shapes
is	7.	What	are	the	two	shapes?

Seha	looks	at	two	2-D	shapes.	The	total	number
of	sides	is	8.	What	are	the	shapes?

I	have	vertex.	I	have	flat	face.	I	also	have	curved
face.	What	shape	am	I?

2

1

First	try

Second	try

Third	try

4	sides	+	4	sides	=	8	sides

4	sides	+	3	sides	=	7	sides

3	sides	+	4	sides	=	7	sides

Azri	chooses	1 square	and	1 triangle.
	Azri	also	can	choose	1 triangle	and	1 rectangle.

Method

SELF-TEST
74

3.1.1

Members		 4	to	6	pupils	in	a	group.

Materials			 Matching-cards	(1	set	-	12
	 	 cards),	glue,	drawing	paper.

7.1.1
7.1.2
7.2.1
7.2.2

•	 Prepare	enough	materials	for	the	group	activity.
•	Guide	the	pupils	to	carry	out	the	activity	as	a	team.

AB	pages	79	-	80

Fun
shapes

1	 Take	a	set
of	cards.

2	 Match	the
cards	one
by	one.

3	 Paste	all	the
cards	onto
drawing
paper.

4		The	group
that	finishes
first	is	the
winner.

5	 Display
	 your	work.
	 Talk	about	it.

Rules

START

END

1 curved
edge

8 edges Cube

4
straight

sides
Cylinder

3 cornersPyramid5
vertices

1 curved
edge

Sphere

4 corners12
edges

Set	of	cards

12 edges
4 corners

Sphere

1 curved
edge
61

3.1.17.1.1

61

•	Discuss	the	three-dimensional	(3-D)	shapes	in	the	picture.
•	 Introduce	the	concept	of	3-D	and	give	examples	in	daily	life.

SHAPES7

Wow!	There	are
many	presents.

Different
shapes!
62

7.1.1

•	 Explain	that	a	3-D	shape	means	a	shape	which	has	length,	breadth	and	height.
•	Activities	to	relate	real	objects	to	cubes,	cuboids	and	pyramids.
•	 Surf	http://www.ixl.com/math/grade-4/which-3-dimensional-figure-is-being-
described

1

3-D SHAPES

3-D	Shapes

Cube Cuboid Pyramid

What	is	the	shape
of	this	tissue	box?
63

AB	page	67

7.1.1

•	Name	real	objects	which	are	in	the	shape	of	cone,	cylinder	and	sphere.
•	 Provide	more	questions	in	the	form	of	worksheets	or	question	cards.

2

Name	the	3-D	shapes	in
the	picture.	Count	every
shape.

These	are
3-D	shapes
too.

What	is	the
shape	of
this	skittle?

Cylinder

Cone

Sphere

SELF-TEST
64

3.1.17.1.2

•	Carry	out	simulation	to	identify	flat	faces,	vertices	and	straight	edges	using	3-D
models.
•	 Classification	activities	involving	groups	of	3-D	objects	according	to	its	characteristics.
•	 Surf	http://www.ixl.com/math/practice/kindergarden-geometry-of-every	day-objects.

RECOGNISE 3-D SHAPES

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

straight	edge

vertex

flat	face

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

Pyramid
•	5	flat	faces
•	5	vertices
•	 	straight	edges

2

3

1

straight
edge

This	is	a	flat	face.
All	faces	are	the
same	sizes.

flat	face

vertex

vertex

flat	face

straight
edge
65

3.1.1

AB	pages	68	-	69

7.1.2

•	 Encourage	the	pupils	to	build	i-Think	maps	for	characteristics	of	3-D	objects.
•	 Explain	that	the	shape	of	an	object	is	built	to	suit	its	use,	for	example	a	ball	is
sphere-shaped.
•	 Provide	more	questions	in	the	form	of	worksheets	or	question	cards.

Cone
•	1	flat	face
•	1	curved	face
•	1	vertex

Cylinder
•	 	flat	faces
•	1	curved	face

1	 Name	the	shapes	that	have	flat	faces.

Sphere
•	1	curved	face

4

5

6

2	 All	faces	are	the	same	sizes.	What	shape	is	this?

3	 Talk	about	the	shapes.

a b

vertex

flat	face

curved	face

flat	face

curved	face

curved	face

SELF-TEST
66

3.1.1

AB	page	70

7.1.3

•	Carry	out	activities	to	arrange	small	objects	in	3-D	patterns.
•	 Build	mobiles	of	3-D	shapes	pattern.
•	 Provide	more	questions	in	the	form	of	worksheets	or	question	cards.

3-D SHAPES  PATTERNS

Name	the
missing
3-D	shapes.	 b

a

What	is	the
8th	shape	in
this	pattern?

Wow!	The	lights
are	beautiful!

We	arrange	it
repeatedly.

Cubes	and	cones	are	arranged	repeatedly.

Three	3-D	shapes	are	arranged	repeatedly.

Pattern	1

Pattern	2

SELF-TEST
67

3.1.1

AB	page	71

7.1.4

•	 Encourage	the	pupils	to	build	and	name	their	own	models	and	then	display
their	work	in	class.
•	 Surf	http://www.primary-resourses.co.uk/maths/mathsE3.html#2
•	 Provide	more	questions	in	the	form	of	worksheets	or	question	cards.

BUILD MODEL
1

2

Tower
Castle

Castle	Model Tower	Model

Robot
Rocket

Car

Wow!	So	beautiful!	This	model
is	made	up	of	3-D	shapes.

Build	your	own	models.
What	3-D	shapes	did	you	use?

Talk	about
the	3-D	shapes
in	these	three
models.

a b c

Shape Number
of shapes

Cone 1

Cylinder 2

Cuboid 1

Cube 1

Shape Number
of shapes

Cone 2

Cylinder 3

Cuboid 1

Cube 2

Pyramid 1

SELF-TEST
68

3.1.1

AB	page	72

7.2.1

•	 Trace	around	one	flat	face	of	a	3-D	shape	to	get	a	2-D	shape.
•	 Explain	the	meaning	of	2-D	shapes	by	comparing	it	with	3-D	shapes.
•	 Provide	more	questions	in	the	form	of	worksheets	or	question	cards.

2-D SHAPES
2-D	shapes	exist	on	the	flat	faces	of	3-D	shapes.

What	is	the	2-D
shape	shown
on	the	screen?

CircleSquare

Rectangle

a b

Name	these
2-D	shapes.

1

3

2

4

SELF-TEST

SHARPEN
YOUR
MIND

Triangle
69

3.1.1

AB	pages	73	-	74

7.2.2

•	 Explain	that	2-D	shape	is	a	shape	that	has	a	flat	face	and	no	thickness.
•	Ask	the	pupils	to	name	and	show	corners,	straight	sides	and	curved	sides	based	on
picture	cards	of	2-D	shapes.
•	Carry	out	activities	to	build	2-D	shapes	using	the	geoboard.

RECOGNISE 2-D SHAPES

corner

straight
side

corner

straight
side

My	side	is	curved.	What	shape	am	I?

Name	the	2-D	shape	that	has	no	curved	side.

There	are
4 straight sides.
There	are
4 corners.

There	are
4 straight sides.
There	are
4 corners.

I	am
triangle.

There	are	3 straight sides.
There	are	3 corners.

I	am
square.

I	am
rectangle.

curved	side

There	is	1 curved side
only.

I	am
circle.

1

3

2

4

2

1

corner
straight
side

SELF-TEST
70

3.1.1

AB	page	75

7.2.3

•	 Explain	the	meaning	of	pattern	to	pupils.
•	 Encourage	the	pupils	to	surf	the	Internet	for	various	patterns	found	on	mats,
bedsheets,	clothes	and	others.
•	 Provide	more	questions	in	the	form	of	worksheets	or	question	cards.

2-D SHAPES PATTERNS

What	are	the	missing	shapes?

Triangles	and	squares	are	arranged	repeatedly.

Three	types	of	shapes	are	arranged	repeatedly.

Pattern		1

Pattern	2

The	shapes
are	arranged
repeatedly	to
make	patterns.

a

b

This	pattern
is	nice.

SELF-TEST
71

3.1.1

AB	page	76

7.2.4

•	Guide	the	pupils	to	understand	the	meaning	of	pattern	and	design,	and	differentiate	it.
•	 Carry	out	pupils	activities	in	pair	to	make	patterns	using	the	cut-out	of	2-D	shapes.
•	 Surf	http://www.kidzpark.com/worksheet/Fun-with-shapes-6/1556/

CREATE PATTERNS

Create	your	own
patterns.

Talk	about
the	pattern.

1

3

2

Number
of shapes 2 5 4 4

Shape

Number
of shapes 0 1 5 1

Shape

SELF-TEST
72

3.1.17.3.1

•	Guide	the	pupils	to	underline	important	information	in	the	question.

1

2

SOLVE
Danish	picks	a	shape	from
a	box.	It	has	1	vertex	and	1	flat
face.	What	shape	is	it?

Yong	arranges	a	2-D	shapes
pattern.	What	is	the	eighth
shape?

It	is	a	cone.

The	eighth	shape	is	a	circle.

Shape	1

1 2 3 4 5 6 7 8 9

Shape	2

Guess	and	check.

Arrange	a	2-D	shapes	pattern.

It	has	5	vertices	and	5	flat	faces.

It	has	1	vertex	and	1	flat	face.

Method

Method
73

3.1.1

AB	pages	77	-	78

7.3.1

•	Use	simulation	strategy	based	on	the	given	characteristics.
•	 Provide	more	questions	in	the	form	of	worksheets	or	question	cards.

3 Azri	chooses	two	2-D	shapes.	The
total	number	of	sides	for	both	shapes
is	7.	What	are	the	two	shapes?

Seha	looks	at	two	2-D	shapes.	The	total	number
of	sides	is	8.	What	are	the	shapes?

I	have	vertex.	I	have	flat	face.	I	also	have	curved
face.	What	shape	am	I?

2

1

First	try

Second	try

Third	try

4	sides	+	4	sides	=	8	sides

4	sides	+	3	sides	=	7	sides

3	sides	+	4	sides	=	7	sides

Azri	chooses	1 square	and	1 triangle.
	Azri	also	can	choose	1 triangle	and	1 rectangle.

Method

SELF-TEST
74

3.1.1

Members		 4	to	6	pupils	in	a	group.

Materials			 Matching-cards	(1	set	-	12
	 	 cards),	glue,	drawing	paper.

7.1.1
7.1.2
7.2.1
7.2.2

•	 Prepare	enough	materials	for	the	group	activity.
•	Guide	the	pupils	to	carry	out	the	activity	as	a	team.

AB	pages	79	-	80

Fun
shapes

1	 Take	a	set
of	cards.

2	 Match	the
cards	one
by	one.

3	 Paste	all	the
cards	onto
drawing
paper.

4		The	group
that	finishes
first	is	the
winner.

5	 Display
	 your	work.
	 Talk	about	it.

Rules

START

END

1 curved
edge

8 edges Cube

4
straight

sides
Cylinder

3 cornersPyramid5
vertices

1 curved
edge

Sphere

4 corners12
edges

Set	of	cards

12 edges
4 corners

Sphere

1 curved
edge
75

3.1.18.1.1

•	 Explain	that	data	is	a	group	of	information	or	facts.
•	 Carry	out	collection	of	data	activities	in	groups	about	the	types	of	clothes,
	 favourite	food	and	beverages,	and	etc.
•	 Surf	http://www.toytheater.com/fishing.php

DATA8

75

What	are
they	playing?
76

3.1.18.1.1

•	 Pose	questions	to	pupils	based	on	the	picture	to	extract	information	such	as
	 types	of	games	and	number	of	players.
•	Collect	other	data	like	gender	of	players.
•	 Surf	http://www.iboard.co.uk/iwb/Alien-Snail-Racing-634

Game

Draughts

Football

Kite

Tally

| | | |

COLLECT DATA
Kite

I	make
tally.

Draughts

1,	2,	3,	4.

Football

There	are
three	games.
77

3.1.18.1.1

•	 Explain	that	tally	is	a	mark	made	when	counting	to	make	sure	there	is	no	counting
error.
•	 Provide	more	exercises	in	making	tally	based	on	pictures	of	situations	or	data.
•	 Surf	http://www.topmarks.co.uk/Flash.aspx?b=maths/interpretingdata

AB	pages	81	-	83

Count	the	number	of	objects	in	the	classroom.
Complete	the	table.

Collect	data	on	the	number
of	girls	and	boys.

Game

Draughts 4

3

6

Football

Kite

Number of playersTally

| | | |
| | |
| | | |  |

After	you	make	tally, count	the	players.
The	mark	|	is	1.	The	mark	 |||| 	is	5.

Tally Number of objectsObject

SELF-TEST

Girls

Boys

Number of playersTallyPlayer
78

3.1.18.2.1

•	 Explain	that	a	pictograph	is	a	diagram	with	pictures	or	symbols.
•	 Carry	out	activities	to	read	information	and	answer	questions	based	on	the	given
pictograph.
•	 Surf	http://www.bbc.co.uk/bitesize/ks1/maths/organising_data/play/popup.shtml

1

d	 The	most	favourite	game	is	 	.

e	 The	least	favourite	game	is	 	.

RECOGNISE PICTOGRAPH

a	 There	are	4	children	who	like	to	play	draughts.

c	 		children	like	to	fly	kite.

This	is	a	pictograph	about	favourite	games	for	a	group
of	children.

Favourite Games

Draughts

Football

Kite

represents	1	child

b	 3	children	like	to	play	football.
79

3.1.18.2.1

•	 Instil	moral	values	on	the	need	to	love	animals.
•	 Surf	http://www.bbc.co.uk/skillswise/game/ma37grap-game-handling-data
•	 Provide	a	variety	of	questions	on	pictograph	to	strengthen	pupils’	understanding.

AB	pages	84	-	85

Pets

represents	1	pupil

2

Pau	is	sold
less	1	than
doughnut.
How	many
pau	is	sold?

The	least	pet	that	Afif’s	friends	keep	is	 .

b	 The	animal	that	most	pupils	keep	as	pet	is	 .

a	 How	many	pupils	keep	each	pet?

Raise	your
hands	once.

Afif	collects	information	on	pets	of	his	classmates.

c

Fish RabbitCat

represents	1	kuih

Kuih Sales

Curry puff

Pau

Doughnut

Koci

6

8

Fish

Cat

Rabbit

SHARPEN
YOUR
MIND
80

3.1.18.2.1

•	 Provide	more	questions	on	extracting	information	based	on	various	pictographs
	 in	the	form	of	worksheets	or	question	cards.
•	 Surf	http://www.toytheater.com/fruit-fall.php

Look	at	the	pictograph.	Answer	the	questions.

a	 How	much	money	is	saved	on:

i				Monday?	 	 	ii			Tuesday?

b	 On	what	day	does	Nadia	save	RM5?

c	 What	is	the	least	money	saved?

d	 Nadia	keeps	the	same	amount	of	money	for	two	days.
					Name	the	two	days.

e		On	what	day	Nadia’s	savings	is	the	most?

represents	RM1

Nadia’s Savings

Monday

Tuesday

Wednesday

Thursday

SELF-TEST
81

3.1.18.3.1

•	Guide	the	pupils	to	solve	problems	by	showing	systematic	steps	to	solve	problems
and	use	variety	of	strategies	such	as	drawing	diagrams.
•	 Surf	http://www.learnalberta.ca/content/me3us/flash/lessonLauncher.html?
lesson=lessons/15/m3_15_00_x.swf
•	Guide	the	pupils	the	correct	way	to	make	tally.

Look	at	the	data	of	Year	1	Pintar	pupils’	ways	to
school.	Arrange	the	data	in	a	table.

1

SOLVE

Many	pupils	come	by	bus.	Why?

Pupils’ Ways to SchoolMethod

Bicycle 4

School	bus 7

Motorcycle 4

Walk 5

TallyWay

| | | |

| | | |
| | | |  | |

| | | |

Number of pupils
82

3.1.18.3.1

•	Guide	the	pupils	to	solve	problems	using	simulation	and	representation.
•	 Provide	various	types	of	question	to	enhance	pupils’	understanding.
•	 Surf	http://www.topmarks.co.uk/Flash.aspx?f=pictograms

AB	pages	86	-	88

The	pictograph	shows	the	favourite	fruits	of	a	group
of	pupils.

Grapes

Mango

Durian

Apple

2

Favourite Fruits

a	 What	is	the	most	favourite	fruit?

b	 How	many	pupils	like	mango?

a	 	 3

4

5

2

Durian	is	the
most	liked.

Durian	is	the	most	favourite	fruit.

4 pupils	like	mango.b

Method

represents	1	pupil

Grapes

Mango

Durian

Apple
83

3.1.18.3.1

•	Guide	the	pupils	to	compare	data	such	as	the	most	number,	the	least	number	and	etc.
•	 Provide	more	questions	in	the	form	of	worksheets	or	question	cards.
•	 Surf	http://www.bbc.co.uk/skillswise/game/ma37grap-game-handling-data

Look	at	the	data	on	games	of
a	group	of	children.

Arrange	the	data	in	the	table.

What	is	the	most	favourite	game?

Look	at	the	pictograph.
Solve	the	problem.

a	 	How	many	tins	did
					Nalini	collect?

b	 	Who	collected	the
	 	most	tin?

represents	1	tin

Tins to Recycle

Rozi Nalini Sew Lin

1

2

a

b

Types of games Number of playersTally

Snakes	and
ladders

Snakes	and
ladders

Snakes	and
ladders

Snakes	and
ladders

Snakes	and
ladders

Chess

Chess Chess

Congkak

Congkak Chess

Snakes	and
ladders

SELF-TEST
84

3.1.18.1.1

•	 Prepares	the	fruit-wheel	or	it	can	be	modified	to	other	themes	such	as	hobbies,
animals	and	others.
•	 Instil	moral	values	such	as	cooperation.

AB	pages	89	-	90

Method

Wheel
of data

Take	turns	to	turn	the	wheel	twice.

Fill	up	the	tally	column	in	the	table.

Complete	the	table.

Talk	about	your	group’s	data.

1

2

3

4

Fruit Tally Number of fruits

Mangosteen

Grapes

| | |
| |

3

2

4

2

1

Strawberry

Banana

Rambutan

| | | |

| |
|

Maju Group

Fruit Tally Number of fruits

Mangosteen

Grapes

| | |
| |

3

2

4

2

1

Strawberry

Banana

Rambutan

| | | |

| |
|

Members		 6	pupils	in	a	group.

Materials			 Fruit-wheel,	pencil,
 pen,	table.
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

PRELIM BT 2

UNIT 3 BT 2

UNIT 4 BT 2

UNIT 5 BT 2

UNIT 6 BT 2

UNIT 7 BT 2

UNIT 7 BT 2

UNIT 8 BT 2

AKAD SPBT KSSR ada 'nya'