LEARNING ACTIVITIES

Pupils will be taught to:

Pupils will be able to:

• Pupils estimate lengths of

iv. Estimate the lengths of

Emphasise choosing suitable

estimate

objects then check with the

objects in:

units for estimations.

estimation

actual measurements.

a. metres; and

Encourage pupils to analyse how actual

b. centimetres.

close their estimates were.

measure

Height of door

measurements

metres

Length of

pupil’s arm

Width of room

centimetres

Depth of

pail

height length

depth width record check difference

TOPIC: LENGTH LEARNING AREA: RELATIONSHIP BETWEEN UNITS OF LENGTH

LEARNING OBJECTIVES

SUGGESTED TEACHING AND

LEARNING OUTCOMES

POINTS TO NOTE

VOCABULARY

LEARNING ACTIVITIES

Pupils will be taught to:

Pupils will be able to:

2. Understand the

• Engage pupils in activities

i. Know and use the

Emphasise the standard units for measure

relationship between

that will create an awareness

relationship between

lengths and show the

metres

units of length.

of relationship.

metres and centimetres. relationship between metres and

centimetres.

e.g. How many teddies need

centimetres

to join hands to make a

1 m = 100 cm

metre-long line?

450 cm = 4 m 50 cm

length

Emphasise mental calculation.

width height

20cm

depth relationship units

TOPIC: LENGTH LEARNING AREA: ADDITION, SUBTRACTION, MULTIPLICATION AND DIVISION INVOLVING LENGTH

LEARNING OBJECTIVES

SUGGESTED TEACHING AND

LEARNING OUTCOMES

POINTS TO NOTE

VOCABULARY

LEARNING ACTIVITIES

Pupils will be taught to:

Pupils will be able to:

1. Add, subtract, multiply • Pupils add units of length in

i. Add units of length in:

Exclude compound units.

metres

and divide units of

metres and centimetres.

length.

a. metres; and

Include addition and subtraction

• Pupils subtract units of length

b. centimetres.

of lengths using standard written centimetres

in metres and centimetres.

method.

cm add

ii. Subtract units of length in: e.g.

subtract

a. metres; and

1. 12 m

units

b. centimetres.

+ 13 m

lengths take away minus total

altogether difference What is left? standard

written method

TOPIC: LENGTH LEARNING AREA: ADDITION, SUBTRACTION, MULTIPLICATION AND DIVISION INVOLVING LENGTH

LEARNING OBJECTIVES

SUGGESTED TEACHING AND

LEARNING OUTCOMES

POINTS TO NOTE

VOCABULARY

LEARNING ACTIVITIES

Pupils will be taught to:

Pupils will be able to:

• Pupils multiply units of length

iii. Multiply units of length

Exclude compound units.

metres

in metres and centimetres.

in:

Limit multiplicand to 1-digit.

e.g. 78 m x 5 =

a. metres; and

centimetres

b. centimetres.

Limit divisor to 1-digit and

• Pupils divide units of length in

exclude remainders.

multiply

metres and centimetres.

iv. Divide units of length in: Include multiplication and

divide

e.g. 200 cm ÷ 4 =

division of lengths using

lengths

a. metres; and

standard written method.

units

b. centimetres.

e.g.

standard written method

1. 37 m x 4

2. 8 72 cm

TOPIC: LENGTH LEARNING AREA: SOLVING PROBLEMS INVOLVING LENGTH

LEARNING OBJECTIVES

SUGGESTED TEACHING AND

LEARNING OUTCOMES

POINTS TO NOTE

VOCABULARY

LEARNING ACTIVITIES

Pupils will be taught to:

Pupils will be able to:

1. Use and apply

• Pupils solve problems by

i. Solve problems involving Select problems according to

solve

knowledge of length

simulating and modelling the

length in real life

pupils’ ability and proficiency in

problems

in real life.

Encourage pupils to explain

How many left?

st A child throws a bean bag.

methods used.

add

1 throw = 3 m

2 nd throw = 5 m

plus

What is the difference

take away

between the two throws?

minus

• Pupils pose problems related

times

to the four operations

multiply

involving length.

multiplied by share share equally divide divided by pose

TOPIC: MASS LEARNING AREA: MEASURING AND COMPARING MASSES

LEARNING OBJECTIVES

SUGGESTED TEACHING AND

LEARNING OUTCOMES

POINTS TO NOTE

VOCABULARY

LEARNING ACTIVITIES

Pupils will be taught to:

Pupils will be able to:

1. Measure and compare • Pupils read scales using

i. Read scales to the

Emphasise that measuring

mass

masses using

weighing scales.

nearest division.

should start from the ‘0’ mark of

kilograms

standard units.

the weighing scale.

• Teacher shows and explains

ii. Measure and record

reading of scales to the

masses of objects using Introduce the abbreviations:

grams

nearest division.

the standard units:

a. ‘kg’ for kilogram; and

b. ‘g’ for gram.

Pupils measure masses of

a. kilograms; and

weigh

objects such as a book, an

b. grams.

Exclude compound units.

weight

egg or an empty box using weighing scales and record

weighing scale

Measurements are made to the

them in kilograms and grams.

iii. Compare the masses of nearest kilogram and gram.

measure

• Pupils measure and compare

two objects using

compare

masses of objects using

standard units:

heavy

standard units in kilograms

heavier

and grams.

a. kilograms, and

b. grams.

An apple weighs 180 g. An orange weighs 200 g. The orange is 20 g heavier than the apple.

TOPIC: MASS LEARNING AREA: MEASURING AND COMPARING MASSES

LEARNING OBJECTIVES

SUGGESTED TEACHING AND

LEARNING OUTCOMES

POINTS TO NOTE

VOCABULARY

LEARNING ACTIVITIES

Pupils will be taught to:

Pupils will be able to:

• Pupils estimate masses and

iv. Estimate masses of

Emphasise choosing suitable

weigh

check with the actual

objects in

units for estimations.

mass

measurements.

a. kilograms; and

Encourage pupils to use ‘try,

estimate

e.g.

b. grams.

check and improve’ procedure to estimation narrow down differences

kilograms

Objects Estimate Actual Difference

between estimates and actual measurements.

marbles

grams

plasticine

box

nearest

TOPIC: MASS LEARNING AREA: RELATIONSHIP BETWEEN UNITS OF MASS

LEARNING OBJECTIVES

SUGGESTED TEACHING AND

LEARNING OUTCOMES

POINTS TO NOTE

VOCABULARY

LEARNING ACTIVITIES

Pupils will be taught to:

Pupils will be able to:

1. Understand the

• Teacher prepares a few 1 kg

i. Know and use the

Emphasise the standard units for measure

relationship between

kilograms units of mass.

and 100 g sand bags. Using

relationship between

mass and show the relationship

the equal arm balance, pupils

kilograms and grams.

between kilograms and grams.

balance a 1 kg sand bag with

the equivalent number of

1 kg = 1000 g

grams

100 g sandbags.

2 kg = 2000 g

Emphasise mental calculation.

weighing balance

100g 100g

100g

units mass relationship spring balance

Pupils then weigh the sand bags on weighing scale to

equal arm

see the relationship between

balance

kilograms and grams.

TOPIC: MASS LEARNING AREA: ADDITION, SUBTRACTION, MULTIPLICATION AND DIVISION INVOLVING MASS

LEARNING OBJECTIVES

SUGGESTED TEACHING AND

LEARNING OUTCOMES

POINTS TO NOTE

VOCABULARY

LEARNING ACTIVITIES

Pupils will be taught to:

Pupils will be able to:

1. Add, subtract, multiply • Pupils add and subtract units

i. Add units of mass in:

Exclude compound units.

add

and divide units of

plus mass.

of masses in

a. kilograms; and

Include addition and subtraction

b. grams.

of masses using standard written total method.

ii. Subtract units of mass in: e.g.

b. 10 kg + 68 kg + 30 kg =

subtract

c. 200g + 300 g =

a. kilograms; and

1. 25 kg

take away

d. 500 g + 150 g + 70 g =

b. grams.

written method

TOPIC: MASS LEARNING AREA: ADDITION, SUBTRACTION, MULTIPLICATION AND DIVISION INVOLVING MASS

LEARNING OBJECTIVES

SUGGESTED TEACHING AND

LEARNING OUTCOMES

POINTS TO NOTE

VOCABULARY

LEARNING ACTIVITIES

Pupils will be taught to:

Pupils will be able to:

• Pupils multiply and divide

iii. Multiply units of mass in: Exclude compound units.

multiply

units of masses in

a. kilograms

a. kilograms; and

Limit multiplicand to 1-digit.

divide

b. grams.

mass

Limit divisor to 1-digit and

weight

e.g.

exclude remainders.

a. 25 kg x 5 =

iv. Divide units of mass in:

kilograms

b. 120 g x 3 =

Include multiplication and

a. kilograms; and

division of masses using

grams

e.g.

b. grams.

standard written method.

standard written method

1. 84 kg x 4

2. 8 640 g

TOPIC: MASS LEARNING AREA: SOLVING PROBLEMS INVOLVING MASS

LEARNING OBJECTIVES

SUGGESTED TEACHING AND

LEARNING OUTCOMES

POINTS TO NOTE

VOCABULARY

LEARNING ACTIVITIES

Pupils will be taught to:

Pupils will be able to:

1. Use and apply

• Pupils solve problems.

i. Solve problems involving Select problems according to

solve

knowledge of mass in

mass in real life

pupils’ ability and proficiency in

problems

real life.

e.g.

situations.

the language.

A book weighs 90 g?

mass

What is the weight of 6

Encourage pupils to explain

weigh

books?

methods used.

weighs

• Pupils pose problems related

weight

to the four operations

add

involving mass.

plus take away minus times multiply multiplied by share share equally divide divided by pose

TOPIC: VOLUME OF LIQUID LEARNING AREA: MEASURING AND COMPARING VOLUMES OF LIQUIDS

LEARNING OBJECTIVES

SUGGESTED TEACHING AND

LEARNING OUTCOMES

POINTS TO NOTE

VOCABULARY

LEARNING ACTIVITIES

Pupils will be taught to:

Pupils will be able to:

1. Measure and compare • Teacher shows picture of

i. Read scales to the

Emphasise that measuring

scales

volumes of liquid

measuring jugs which are

nearest division.

should start from the ‘0’ mark of

using standard units.

calibrated at 100 m l

division

the measuring cylinder.

measuring

cylinder

(with every division marked with reading in m l ). Jugs

Introduce the abbreviations:

measuring jug

should contain water at

b. ‘ l ’ for litre; and

water level

different levels. Pupils read

b. ‘ m l ’ for millilitre.

volume

scales to the nearest division.

Exclude compound units.

liquid litres

Measurements are made to the

nearest litre and millilitre.

millilitres m l

TOPIC: VOLUME OF LIQUID LEARNING AREA: MEASURING AND COMPARING VOLUMES OF LIQUIDS

LEARNING OBJECTIVES

SUGGESTED TEACHING AND

LEARNING OUTCOMES

POINTS TO NOTE

VOCABULARY

LEARNING ACTIVITIES

Pupils will be taught to:

Pupils will be able to:

• Pupils fill uncalibrated

ii. Measure and record

Exclude compound units.

litres

containers with water (up to

volumes of liquids using

any level) and display their

the standard units:

Provide pupils with sufficient

containers.

materials for activities.

millilitres

a. litres; and

Teacher gives pupils 1 litre

b. millilitres.

measuring cylinders that are

measure

calibrated into 10 divisions

measuring

and explain that each division

cylinder

represents 100 m l . Ask pupils to pour water from

capacity

uncalibrated containers into

volumes

1 l measuring cylinders in

liquids

100 m l progressions.

holds

For every 100 m l they say

contains

out the volume.

container

e.g. 100 m l , 200 m l ,… • Teacher explains that the last

marked division represents 1000 m l or 1 l .

• Pupils measure and record volumes of liquid.

TOPIC: VOLUME OF LIQUID LEARNING AREA: MEASURING AND COMPARING VOLUMES OF LIQUIDS

LEARNING OBJECTIVES

SUGGESTED TEACHING AND

LEARNING OUTCOMES

POINTS TO NOTE

VOCABULARY

LEARNING ACTIVITIES

Pupils will be taught to:

Pupils will be able to:

• Pupils compare the volumes

iii. Compare the volumes of Compare and record the

litres

of two liquids using standard

two liquids using

volumes of two liquids.

units.

standard units:

1 l measuring cylinders can be

millilitres

e.g.

a. litres; and

replaced by any other containers m l

Pupils pour 1 l of water into

b. millilitres.

that would accurately contain the

the first container and 2 l into

volume of 1 l

measuring

the second container.

cylinder volumes liquids more less lesser How much?

l 1 l 2 • Repeat activity with smaller

containers and 100 m l measuring cylinders.

TOPIC: VOLUME OF LIQUID LEARNING AREA: MEASURING AND COMPARING VOLUMES OF LIQUIDS

LEARNING OBJECTIVES

SUGGESTED TEACHING AND

LEARNING OUTCOMES

POINTS TO NOTE

VOCABULARY

LEARNING ACTIVITIES

Pupils will be taught to:

Pupils will be able to:

• Pupils are given plastic cups

iv. Estimate volumes of

Emphasise choosing suitable

estimate

and rubber bands. Pupils

liquids in

units for estimations.

uncalibrated jug

place a rubber band around the plastic cup and move it to

a. litres; and

Encourage pupils to analyse how volumes

estimate the ‘line’ where the

b. millilitres.

close their estimates were.

capacity

volume of 100 m l would

liquids

reach. Check the closest

litres

estimate.

• Pupils are given a large

millilitres

uncalibrated jug. Pupils

estimate the line where the volume of 1 l would reach.

Check the closest estimate.

TOPIC: VOLUME OF LIQUID LEARNING AREA: RELATIONSHIP BETWEEN UNITS OF VOLUME OF LIQUID

LEARNING OBJECTIVES

SUGGESTED TEACHING AND

LEARNING OUTCOMES

POINTS TO NOTE

VOCABULARY

LEARNING ACTIVITIES

Pupils will be taught to:

Pupils will be able to:

1. Understand the

• Pupils are given containers of

i. Know and use the

Emphasise the standard units for litre

relationship between

100 m l and 1 l capacities.

relationship between

volume and show the

units of volume of

Pupils fill up 100 l container

litres and millilitres.

relationship between litres and

liquid.

with water and pour it into the

millilitres.

millilitres

1 l container.

(Do not reveal the capacities

1 l = 1000 m l

capacity volume

of the containers).

3 l = 3000 m l

Pupils report how many

Emphasise mental calculation.

liquid

100 m l containers are needed to fill up the 1 l container.

Pupils repeat activity for

2 l , 1 l ,…

TOPIC: VOLUME OF LIQUID LEARNING AREA: ADDITION, SUBTRACTION, MUTIPLICATION AND DIVISION INVOLVING VOLUME OF LIQUID

LEARNING OBJECTIVES

SUGGESTED TEACHING AND

LEARNING OUTCOMES

POINTS TO NOTE

VOCABULARY

LEARNING ACTIVITIES

Pupils will be taught to:

Pupils will be able to:

1. Add, subtract, multiply • Pupils add and subtract units

i. Add units of volume of

Exclude compound units.

add

and divide units of

of volume of liquids in

liquid in:

volume

volume of liquid.

a. litres; and

Emphasise mental calculation.

b. millilitres

a. litres; and

capacity

b. millilitres

Check on accuracy in adding

liquid

e.g.1

units of volume of liquid.

litre

a. 1 l + 2 l =

b. 500 m l + 250 m l =

ii. Subtract units of volume Include addition and subtraction of liquid in:

of volumes of liquid using

millilitres

e.g.2

standard written method.

a. 60 l - 15 l =

a. litres; and

subtract

b. 750 m l - 30 m l =

b. millilitres

e.g.

How much?

l 1. 14

How much left?

remainder

2. 420 m l + 280 m l

TOPIC: VOLUME OF LIQUID LEARNING AREA: ADDITION, SUBTRACTION, MUTIPLICATION AND DIVISION INVOLVING VOLUME OF LIQUID

LEARNING OBJECTIVES

SUGGESTED TEACHING AND

LEARNING OUTCOMES

POINTS TO NOTE

VOCABULARY

LEARNING ACTIVITIES

Pupils will be taught to:

Pupils will be able to:

• Pupils multiply units volume

iii. Multiply units of volume Limit multiplicand to 1-digit.

volume

of liquid in:

capacity

a. litres

Limit divisor to 1-digit and

b. millilitres

a. litres; and

exclude remainders.

liquid

b. millilitres

litre

e.g.

Emphasise on accuracy.

40 l x 2=

165 l x 3=

iv. Divide units of volume

Encourage mental calculation.

millilitres

of liquid in:

Include multiplication and

multiplication

• Pupils divide units of volume

a. litres; and

division of volumes of liquid

of liquid:

b. millilitres

using standard written method.

a. litres

b. millilitres

60 l ÷ 3= 175 m l ÷ 5=

2. 5 175 m l

TOPIC: VOLUME OF LIQUID LEARNING AREA: SOLVING PROBLEMS INVOLVING VOLUME OF LIQUID

LEARNING OBJECTIVES

SUGGESTED TEACHING AND

LEARNING OUTCOMES

POINTS TO NOTE

VOCABULARY

LEARNING ACTIVITIES

Pupils will be taught to:

Pupils will be able to:

1. Use and apply

• Pupils solve problems.

i. Solve problems involving Check for accuracy in

solve

knowledge of volume

volume of liquid in real

calculation.

problems

of liquid in real life.

e.g.

life situations.

Select problems according to

volume

A bottle holds 1 l of mango

pupils’ ability and proficiency in

liquid

juice. Imran and his 3 friends

the language.

capacity

share the amount of mango

How much?

juice equally. How much does

Encourage pupils to explain

each one get to drink?

methods used.

add plus

• Pupils pose problems related

to the four operations

take away

involving volume of liquid.

minus times multiply multiplied by share equally divide divided by pose

TOPIC: SHAPE AND SPACE LEARNING AREA: THREE-DIMENSIONAL SHAPES

LEARNING OBJECTIVES

SUGGESTED TEACHING AND

LEARNING OUTCOMES

POINTS TO NOTE

VOCABULARY

LEARNING ACTIVITIES

Pupils will be taught to:

Pupils will be able to:

1. Understand and use

• Pupils are shown various

i. Identify various types of Emphasise that a prism has the

prisms

the vocabulary related

types of prisms and they say

prisms.

same cross-section along its

hemisphere

to 3-D shapes.

out the names accordingly.

length, and that its two end faces

ii. Label parts of prisms.

are identical.

models

• Pupils label parts of prisms.

face

Emphasise that each prism is

surface

vertex

named according to the shape of its base:

vertex

a. triangular prism

edge

b. rectangular prism

base

c. square prism

e.g. A triangular prism.

TOPIC: SHAPE AND SPACE LEARNING AREA: THREE-DIMENSIONAL SHAPES

LEARNING OBJECTIVES

SUGGESTED TEACHING AND

LEARNING OUTCOMES

POINTS TO NOTE

VOCABULARY

LEARNING ACTIVITIES

Pupils will be taught to:

Pupils will be able to:

2. Describe and classify

• Pupils examine prisms and

i. Describe features of

Emphasise that all prisms have

prisms

3-D shapes.

describe their features.

prisms.

at least five faces, two bases of

end faces

the same shape and all other

• Pupils sort out a variety of

ii. Compare prisms and

faces are rectangular.

identical

solid shapes into prisms and

non-prisms.

flat surface

non-prisms.

non-prisms

TOPIC: SHAPE AND SPACE LEARNING AREA: THREE-DIMENSIONAL SHAPES

LEARNING OBJECTIVES

SUGGESTED TEACHING AND

LEARNING OUTCOMES

POINTS TO NOTE

VOCABULARY

LEARNING ACTIVITIES

Pupils will be taught to:

Pupils will be able to:

3. Build 3-D shapes.

• Pupils make skeleton shapes

i. Build 3-D shapes using

Provide nets of solids that pupils build

from a construction kit or

suitable materials.

are familiar with.

shapes

straws and count the number of faces, edges or corners.

ii. Build 3-D shapes from

Emphasise features of 3-D

concrete

given nets.

shapes when identifying nets.

simple

• Pupils build 3-D shapes from

nets

given nets.

iii. Identify simple nets of

Emphasise that a square is a

e.g.

3-D shapes.

rectangle but a rectangle is not a identify square.

rectangle square

Encourage ICT based activities.

ICT

• Pupils identify various 3-D shapes based on given nets.

TOPIC: SHAPE AND SPACE LEARNING AREA: TWO-DIMENSIONAL SHAPES

LEARNING OBJECTIVES

SUGGESTED TEACHING AND

LEARNING OUTCOMES

POINTS TO NOTE

VOCABULARY

LEARNING ACTIVITIES

Pupils will be taught to:

Pupils will be able to:

1. Understand and use

• Teacher shows labeled

i. Identify shapes of semi-

Check for accuracy in:

semi-circles

the vocabulary related

pictures of quadrilateral,

circles and regular

quadrilaterals

to 2-D shapes.

semi- circles and regular

polygons.

a. identification of shapes; and

polygons. Pupils say names

regular polygons

of shapes after teacher.

b. pronunciation of names of

• Teacher shows unlabeled

pictures of quadrilateral,

heptagon

semi-circles and regular

octagon

polygons. Pupils say names of shapes.

• Using cut out shapes, pupils form semi circles, quadrilaterals, pentagons, hexagons, heptagons and octagons and name them.

TOPIC: SHAPE AND SPACE LEARNING AREA: TWO-DIMENSIONAL SHAPES

LEARNING OBJECTIVES

SUGGESTED TEACHING AND

LEARNING OUTCOMES

POINTS TO NOTE

VOCABULARY

LEARNING ACTIVITIES

Pupils will be taught to:

Pupils will be able to:

2. Describe and classify

• Pupils are provided with a

i. Describe features of

Check for accuracy in

semi-circles

2-D shapes.

variety of 2-D shapes. They

two-dimensional

description of features of various quadrilaterals

examine the shapes and list

shapes:

2-D shapes.

down the features.

regular polygon

a. semi-circles; and

Emphasise features such as

pentagon

b. regular polygons.

faces, sides and angles.

hexagon

ii. Compare and sort

heptagon

polygons and non-

octagon

polygons.

describe features

TOPIC: SHAPE AND SPACE LEARNING AREA: SYMMETRY

LEARNING OBJECTIVES

SUGGESTED TEACHING AND

LEARNING OUTCOMES

POINTS TO NOTE

VOCABULARY

LEARNING ACTIVITIES

Pupils will be taught to:

Pupils will be able to:

1. Recognise and sketch • Teacher explains and shows

i. Recognise lines of

Lines of symmetry are lines that

symmetry

lines of symmetry.

lines of symmetry:

symmetry:

divide a regular shape or picture lines of symmetry identically.

a. in the environment;

a. in the environment

identical

and

e.g. butterfly, kites, leaves,

Emphasise that line mirror is the two-dimensional

and human body.

line of symmetry.

shapes

b. in two-dimensional shapes.

symmetrical

b. in two-dimensional shapes

Encourage pupils to trace lines

e.g. paper folding or cutting.

of symmetry.

line mirror sketch

ii. Sketch lines of symmetry. • Use paper folding or mirrors (shiny surfaces) to show lines of symmetry. Discuss the lines of symmetry traced.

• Pupils sketch lines of symmetry on given shapes or pictures.

TOPIC: DATA HANDLING LEARNING AREA: COLLECTING AND ORGANISING DATA

LEARNING OBJECTIVES

SUGGESTED TEACHING AND

LEARNING OUTCOMES

POINTS TO NOTE

VOCABULARY

LEARNING ACTIVITIES

Pupils will be taught to:

Pupils will be able to:

1. Collect and organise

• Pupils collect data by carrying

i. Collect data based on

Use situations that pupils are

collect

data.

out simple surveys such as:

given situations.

familiar with.

data

a. modes of transport to

school.

ii. Sort and classify data.

Emphasise making and

sort

b. favourite cartoon shows.

organising a table.

list

c. birth months.

iii. Organise data in a table.

count

Emphasise the use of tally in organising data and table.

label organise information classify tally

LEARNING ACTIVITIES