Learning Area 1: NUMBERS TO 100 000
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Develop number sense Use the calculator, abacus Name and write numbers up Naming and writing numbers to number (i) involving numbers of up to and/or ruler to explore various to 100 000. include numbers in extended numerals 100 000. aspects of numbers in the notation, for example: count context of daily life
76 051 = 70000 + 6000 + 0 + 50 place value experiences.
- 1 value of the digits 76 051 = 76 thousands + 5 tens partition
- 1 ones estimate 76 051 = 7 ten thousands + 6 thousands + 5 tens + 1 check ones
Determine the place value of Estimate quantities up to compare (ii) the digits in any whole 100 000. count in number up to 100 000. hundreds ten thousands
Compare numbers with the aid Compare value of numbers The number line can be used to round off to the (iii) of a ruler to explain why a to 100 000. model number cardinality. The nearest particular number has a bigger longer line represents a hgher tens or smaller value. number and the shorter line hundreds otherwise. thousands
(iv) Round off numbers to the nearest tens, hundreds and thousands. ear 4 LEARN I N G OBJ ECT I V ES SU GGEST ED T EACH I N G LEARN I N G OU T COM ES POI N T S T O N OT E
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Add numbers to the total of Pupils add any two to four Add any two to four numbers Allow pupils to perform number sentences (i) 100 000. numbers using to 100 000. estimation either before or after vertical form addition. Estimating answers
- number sentence
without trading before adding builds confidence (horizontal form) trading among pupils, while estimating
47 325 + 895 = after adding provides a check on quick calculation
- vertical form operation performed.
pairs of ten 3 3 4 8 3 An example of a quick addition double numbers strategy, i.e. pairing of ten, is as 1 8 3 7 9 estimates follows (refer to the addition
- 2 8 3 5 1
range example in the Suggested Teaching and Learning Activities
Expose pupils to quick addition column): strategies, such as, pairing of In the ones place value, add 9 ten, doubling, estimation, etc. and 1 to make 10. Then 10 and 3
Pupils practice mental addition make 13. Apply this pairs of ten by using the abacus as an strategy where appropriate for addition model. the rest of the operation. Pupils create stories from given Solve addition problems. The ability to solve addition
(ii) addition number sentences. problems is to be developed by first providing story construction
Pose to pupils problems in all exercises. Then, provide forms, i.e. numerical, simple exercises to transform simple sentences, tables and pictures. sentences to number sentences, for example: “How many is three added to five?”
= 3 + 5 After pupils are familiar with story construction and transformation activities, provide word problems exercises. ear 4 LEARN I N G OBJ ECT I V ES Pupils will be taught to…
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Subtract numbers from a number less than 100 000.
Pupils subtract one or two numbers from a number using number sentences in the vertical form.
Allow pupils to check answers by performing estimations. Expose pupils to quick subtraction strategies, such as, estimation, pairing of ten, count on and count back, etc. Pupils practice mental subtraction by using the abacus as a subtraction model.
(i) Subtract one or two numbers from a bigger number less than 100 000.
Limit problems to the subtraction of a number from a bigger number. Include also subtracting successively two numbers from a bigger number. Provide the experience of performing subtraction by writing number sentences in the horizontal and vertical form.
Emphasise subtraction as take away, difference or inverse of addition where appropriate. Allow pupils to practice mental calculation. number sentence vertical form without trading with trading quick calculation pair of tens count on estimates range
Pupils create stories from given subtraction number sentences. Pose to pupils problems in all forms, i.e. numerical, simple sentences, tables and pictures.
(ii) Solve subtraction problems. Approach problem solving using Polya’s four-step algorithm of
- Understanding the problem
- Devising a plan
- Implementing the plan
- Checking the solution
(iii) Multiply two-digit numbers with 1 000.
times multiply multiplied by multiple of various
(96 +42) +16 = 96 + (42 + 16) Pupils practice mental multiplication by using the abacus as the multiplication model.
associative property,
90 x 8 = 8 x 90
commutative property,
Limit products to less than 100 000. Provide regular exercise of recalling basic facts of multiplication, followed by multiplication exercises in the vertical form of multiplication number sentences. commutative associative estimates
(ii) Multiply four-digit numbers with o one-digit numbers, o 10, o two-digit numbers.
Expose pupils to various strategies in multiplication, such as, multiples of a number, benchmarking of tens, hundreds, and so on. Introduce to pupils some properties of multiplication, for example:
Multiplication exercises should include:
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100, o two-digit numbers.
(i) Multiply three-digit numbers with o
Pupils multiply by writing number sentences in the vertical and horizontal form and model multiplication using the number line or other aids.
Multiply any two numbers with the highest product of 100 000.
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SU GGEST ED T EACH I N G AN D LEARN I N G ACT I V I T I ES LEARN I N G OU T COM ES Pupils will be able to…
- without trading (without regrouping).
- with trading (with regrouping).
V OCABU LARY AN D LEARN I N G ACT I V I T I ES Pupils will be taught to… Pupils will be able to…
Pupils create stories from a Solve multiplication Approach problem solving using times (iv) given multiplication number problems. Polya’s four-step algorithm of multiply sentence, for example:
- Understanding the problem multiplied by 6500 x 6 = 39 000
- Devising a plan multiple of
“A company printed 6500
- Implementing the plan commutative copies of magazines per week.
- Checking the solution associative In 6 weeks 39 000 copies were printed”.
Make sensible estimations to estimates check products of multiplication. Pose to pupils, problems in the lattice form of tables, words and multiplication pictures.
(iii) Solve division problems. Approach problem solving using Polya’s four-step algorithm of
divide dividend quotient divisor remainder
Pupils create stories from given division number sentences. Pose daily problems in the form of words, tables and pictorials.
Provide regular exercise of recalling basic facts of division, followed by the long division exercise. factors long division
Division with trading (with regrouping).
(ii) Divide five-digit numbers by o one-digit numbers, o 10, 100 and 1000, o two-digit numbers.
Pupils practice mental division by using the abacus as a division model.
Exposed pupils to various strategies in division such as, divisibility of a number, divide by 10, 100 and 1000, etc.
Exercises should include: Division without trading (without regrouping).
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10, 100 and 1000, o two-digit numbers.
(i) Divide four-digit numbers by o one-digit numbers, o
Model division using the number line or other aids and divide using the long division method.
Divide a number less than 100 000 by a two-digit number.
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- without remainder, • with remainder.
- without remainder, • with remainder. >Understanding the problem
- Devising a plan
- Implementing the plan
- Checking the solution Make sensible estimations to check quotients.
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Perform mixed operation involving addition and subtraction.
Perform mixed operation in the form of number sentences (vertical and horizontal) and model the operation using the number line or other aids. Pupils practice mental computations by using the abacus as a computation model.
(i) Perform mixed operations involving addition and subtraction with numbers less than o
100, o 1 000, o 10 000.
For mixed operation numerical problems involving addition and subtraction calculate from left to right.
Examples of mixed operation numerical problems 48 + 62 – 93 = 597 – 128 + 473 = 4825 – 3215 + 1600 = Avoid problems such as 2 – 4 + 8 = ? mixed operation
Pupils create stories from given mixed operations number sentences. Pose to pupils, daily problems in the form of words, tables and pictorials.
(ii) Solve mixed operation problems.
Approach problem solving using Polya’s four-step algorithm of
- Understanding the problem
- Devising a plan
- Implementing the plan
- Checking the solution Make sensible estimations to check solutions.
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Name and write proper Partition concrete objects or Name and write proper Emphasise fraction as: proper fraction (i) fractions with denominators manipulative materials into fractions with denominators numerator
- equal size portions of a up to 10. equal parts and compare parts up to 10.
whole, denominator to the whole to introduce proper • equal shares of a whole set. equivalent fractions, for example: one over two
Paper
half one half two halves
The shaded portion of the whole quarter figure is one part out of five. It is portions
1 written in the fraction form as .
5
compare Partition paper equally by
We say it as “one over five” or folding. “one fifth”. Compare the value of two Relate fractions to quantities
Fraction chart/strips and (ii)
proper fractions with such as volume, length and
Cuisenaire rods
o mass. o the same denominators, the numerator of 1 and different denominators up to 10.
Compare the values of two proper fractions with fraction strips and Cuisenaire rods. ear 4 LEARN I N G OBJ ECT I V ES SU GGEST ED T EACH I N G LEARN I N G OU T COM ES POI N T S T O N OT E
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Express equivalent fractions Express equivalent fractions Express and write equivalent Two fractions of different proper fraction (i) for proper fractions. with the aid of fraction charts or fractions for proper fractions. numerator and denominator but equivalent strips, strings, number lines and with the same value are fraction graphics using conventional equivalent fractions. The number line technology or ICT. examples below illustrate the idea.
a)
1
2
2
4
1
b) 0
1
2
1
2
3
4
5
1
6
6
6
6
6
2 1 ×
2
c)
=
3
2
6 ×
The value of a fraction will not change when both the numerator and denominator are multiplied or divided by the same number.
Use number lines, fraction chart Express equivalent fractions A fraction in the simplest form is (ii) or strips, suitable graphics and to its simplest form. a fraction with its numerator and
ICT to express equivalent denominator not divisible by any fractions in its simplest form. number except 1. ear 4 LEARN I N G OBJ ECT I V ES SU GGEST ED T EACH I N G LEARN I N G OU T COM ES POI N T S T O N OT E
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Add two proper fractions Demonstrate addition of proper Add two proper fractions with Limit exercises so that the sum simplest form (i) with denominators up to 10. fractions through paper folding the same denominator up to of the two proper fractions is less multiples activity or use fraction charts, 10 to its simplest form than or equal to 1, for example fraction chart diagrams and number lines.
1
1
with 1 as the numerator
a)
- o
3 3 diagram
for both fractions,
3
number line o
b) with different
- 1
4
4
solve problem numerators. Pupils add two proper fractions (ii) Add two proper fractions with Examples of addition using by converting one of the different denominators up to equivalent fractions are as fractions or both to their 10 to its simplest form follows:- equivalent form. o +
1
1
with 1 as the numerator
8
4
for both fractions,
with different o +
1
1 =
2 ×
8
4 numerators.
2 ×
2 =
- 1
8
8
1
2 =
- 8
3 =
8 Pupils create stories from given Solve problems involving Approach problem solving using
(iii) number sentences involving addition of proper fractions. Polya’s four-step algorithm of fractions.
- Understanding the problem Pose to pupils, daily problems
- Devising a plan in the form of words, tables and
- Implementing the plan pictorials.
- Checking the solution
(iii) Solve problems involving subtraction of proper fractions.
6
2
6
5
3
1
6
5
3
1
5
5
3
3
2
2 = ÷
÷ = = − =
× × − = −
−
simplest form multiply fraction chart diagram number line solve problem
(ii) Subtract two proper fractions with different denominators up to 10 to its simplest form o with 1 as the numerator for both fractions, o with different numerators.
b) Pupils create stories from given number sentences involving fractions. Pose to pupils, daily problems in the form of words, tables and pictorials.
6
2
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Subtract proper fractions with denominators up to 10.
Demonstrate subtraction of proper fractions through paper folding activities or use charts, diagrams and number lines.
(i) Subtract two proper fractions with the same denominator up to 10 to its simplest form o with 1 as the numerator for both fractions, o with different numerators.
Examples of subtraction of proper fraction are as follows a)
5
2
1
6
3
5
1
5
3 = = −
−
2
1
6
3
- Understanding the problem
- Devising a plan
- Implementing the plan
- Checking the solution
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Understand decimal Teacher introduces the concept Name and write decimals Using decimals is another way of decimals (i) numbers. of decimals using Diene’s with representing values less than 1. place-value chart blocks, hundred squares, place o one decimal place, Decimals are fractions of tenth, tenth value chart and number line. o hundredth and so on. two decimal places. hundredth
Pupils find and present hundred squares quantities that use decimals in
Diene’s block representing 0.3, daily situations, example decimal point three parts out of 10. capacity of milk, water, weight decimal place
0.3 is read as “three tenths” but of sugar/flour/biscuits, oil, and decimal fraction commonly said nominally as money.
“zero point three”. 7.81 is “seven and eighty-one hundredth”.
43.69 is “forty-three and sixty- nine hundredth”.
Hundre square r pr d s e esen ting 0.09, nine parts out of 100. Types of decimals:
- decimal fraction, e.g. 0.4
- mixed decimals, e.g. 3.7 State “zero” before a decimal point where relevant.
V OCABU LARY AN D LEARN I N G ACT I V I T I ES Pupils will be taught to… Pupils will be able to…
Pupils write digits of given (ii) Recognise the place value of Tens Ones Tenths mixed decimal decimal numbers in the place o tenths, convert
3 value chart. o o hundredths, The place value chart showing tenths 0.3. tenths and hundredths. hundredths
Convert fraction to decimals (iii) o of o tenths, o hundredths, tenths and hundredths, and vice versa ear 4 LEARN I N G OBJ ECT I V ES Pupils will be taught to…
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Add decimals up to two decimal places.
Pupils perform addition of decimals through number sentences and use number lines to model addition of any two to four decimal numbers.
(i) Add any two to four decimals of one decimal place involving o decimals only, o whole numbers and decimals, o mixed decimals.
Note the place values after a decimal point. vertical mixed decimals place value decimal point estimates range
(ii) Add any two to four decimals of two decimal places involving o decimals only, o whole numbers and decimals, o mixed decimals.
Pupils create stories from given number sentences. Pose to pupils, daily problems in the form of words, tables and pictorials.
(iii) Solve problems involving addition of decimal numbers.
Approach problem solving using Polya’s four-step algorithm of
- Understanding the problem
- Devising a plan
- Implementing the plan
- Checking the solution Make sensible estimations to check solutions.
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Subtract decimals up to two Pupils model subtraction of Subtract one to two decimals Note the place values after a vertical (i) decimal places. decimals using number lines from a decimal of one decimal point. mixed decimals and subtract decimal numbers decimal place involving place value through number sentences in o decimals only, decimal point the vertical form. o mixed decimals, o estimates whole numbers and range decimals (mixed decimals).
Subtract one to two decimals (ii) of one or two decimal places.
Pupils create stories from given Solve problems involving Approach problem solving using (iii) number sentences. subtraction of decimals. Polya’s four-step algorithm of
Pose to pupils, daily problems
- Understanding the problem in the form of words, tables and
- Devising a plan pictorials.
- Implementing the plan
- Checking the solution Make sensible estimations to check solutions.
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Multiply decimals up to two decimal places with a whole number.
Pupils model multiplication of decimals using number lines and multiply decimal numbers using number sentences in the vertical form.
(i) Multiply any decimal of one decimal place with o one-digit number, o 10, 100 and 1000.
Provide pupils with exercises of performing multiplication of decimals by writing in the vertical form.
Note the place values after a decimal point. vertical form decimal point estimates range decimal place
(ii) Multiply any decimals of two decimal places with o one-digit number, o 10, 100 and 1000.
Pupils create stories from given number sentences. Pose to pupils, daily problems in the form of words, tables and pictorials.
(iii) Solve problems involving multiplication of decimals.
Approach problem solving using Polya’s four-step algorithm of
- Understanding the problem
- Devising a plan
- Implementing the plan
- Checking the solution Make sensible estimations to check solutions.
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Divide decimals up to two decimal places by a whole number.
Pupils model division of decimals using number lines and divide decimal numbers by the long division method.
(i) Divide decimals of one decimal place by o one-digit number, o 10.
Limit exercises with dividends of up to two decimal places only, for example: 3 ÷ 2 = 1.5
1.4 ÷ 4 = 0.35 value long division divide dividends quotient
(ii) Divide decimals of two decimal places by one-digit number. division remainder factor
(iii) Divide decimals by a whole number with the dividend value of up to two decimal places.
Pupils create stories from given number sentences. Pose to pupils, daily problems in the form of words, tables and pictorials.
(iv) Solve problems involving division of decimals.
Approach problem solving using Polya’s four-step algorithm of
- Understanding the problem
- Devising a plan
- Implementing the plan
- Checking the solution Make sensible estimations to check solutions.
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Show different combinations of Read and write the value of RM
1. Understand and use the (i) vocabulary related to notes and coins to represent a money up to RM10 000.
sen money. given amount of money. note
Perform basic operations Add money up to RM10 000. Perform addition and subtraction coin
2. Use and apply
(i) knowledge of money in real involving money by writing of money by writing number value life situation. number sentences in the sentences in the vertical form. total vertical and horizontal form.
Subtract money from up to Limit, balance (ii) RM10 000.
a) addition to the highest total amount of RM10 000, and buy
b) subtraction within the range sell of RM10 000.
(iii) Multiply money to the highest product of RM10 000.
(iv) Divide money with dividend Exclude division with not more than RM10 000. remainders. Pupils perform mixed (v) Perform mixed operation operations involving money by involving addition and writing number sentences in the subtraction involving money vertical and horizontal. up to RM10 000.
(vi) Round off money to the nearest “ringgit”. Pupils create stories from given (vii) Solve problems involving Approach problem solving using number sentences. money of up to RM10 000 Polya’s four-step algorithm of Pose to pupils, daily problems • Understanding the problem in the form of words, tables and
- Devising a plan pictorials.
- Implementing the plan
- Checking the solution Make sensible estimations to check solutions.
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Understand, read and write Teacher introduce how to read Read time in hours and The proper way of reading and ante meridiem (i) time in hours and minutes. and write time in hours and minutes according to the 12- writing time. post meridiem minutes using analog clock and hours system. digital clock.
Say, “Nine o’clock in the morning” and write, “9:00 a.m.”. Write time in hours and
(ii) minutes according to the 12- hours system.
Say, “Nine fifteen in the evening” or, “A quarter past nine in the evening”, and write, “9:15 p.m.”.
November December Holiday
Ante meridiem (a.m.) refers to the time 12:01 in the morning to 11:59 in the morning. Post meridiem (p.m.) refers to the time 12:00 noon onwards till 11:59 at night. Provide experiences of constructing time-tables involving daily activities of pupils. schedule activity daily construct gather information extract information
(ii) Solve simple real life problems involving reading the calendar.
There are different types of calendars such as, the Roman, Hijrah, Lunar (Chinese) and Aandu (Tamil) calendars. leap year January February March April May June July August September October
Emphasise to pupils that a calendar contains the following information;
(i) Extract information from a calendar.
look for names of the months in a year. Pupils arrange in sequence, the months of a year.
2. Read a calendar. Pupils explore the calendar to
(i) Construct, read and extract information from a simple schedule.
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Time Activities 7:45 – 1:00 p.m school 1:00 – 2:00 p.m lunch 2:00 – 3:30 p.m extra class 3:30 – 4:30 p.m homework 5:00 – 6:30 p.m games/sport 6:30 – 8:00 p.m dinner 8:00 – 9:30 p.m watch tv 9:30 p.m go to bed
Pupils gather information to construct a simple schedule, for example:
1. Construct a simple schedule.
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- days in a given month,
- weeks in a given month,
- day in a given year,
- holidays in a given month, • festivals in a month.
- 2 decades = 20 years
- 2
- 4 months =
- 4
- 4
- 20 years = 2 decades
- 36 months = 3 years
- 3 hours = 180 minutes
- 2 hours 40 minutes = 160 minutes
- 250 minutes = 4 hours and 10 minutes
3
Pupils convert time, for example,
(ii) Convert o years to days, and vice versa, o decades to years, and vice versa, o years to months, and vice versa, o hours to days, and vice versa.
hours = 15 minutes
1
day = 18 hours
3
year
1
decade = 5 years
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1
Pupils convert units of time, for example,
The time relationship between months and days, i.e. 1 month = 30 days is an approximation. Conversion of units of time should also include proper fractions. decade convert year day
(i) State the relationship between units of time:- o 1 day = 24 hours, o 1 year = 365 / 366 days, o 1 decade =10 years.
Pupils explore the calendar to look for time relationships between years and days.
Understand the relationship between units of time.
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(iii) Convert time from o hours to minutes, and vice versa, o hours and minutes to minutes, and vice versa, o minutes to hours and minutes, and vice versa,
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Add, subtract, multiply and Pupils add, subtract, multiply Add time involving Practice mental calculation. hour (i) divide units of time. and divide time and convert conversion of units with Show calculation through minute units of time. Units of time answers in compound units number sentence in the vertical add involve minutes, hours, months, of : form. plus years, and decades. o hours and minutes, Examples of addition and total o subtraction activities: years and months, o • 30 minutes + 45 minutes sum decades and years. subtract
= 75 minutes minus = 1 hour 15 minutes. Subtract time involving take away
(ii) • 15 hours + 17 hours conversion of units with = 32 hours difference answers in compound units altogether = 1 day 8 hours. of : o • 22 months – 4 months hours and minutes, o = 18 months years and months, o = 1 year 6 months. decades and years.
- 27 years + 2 years
= 29 years = 2 decades 9 years. Multiply time involving Practice mental multiplication
(iii) conversion of units with and division. answers in compound units
Limit multiplicand and divisor to a of : o single digit and exclude o hours and minutes, remainders. o years and months, decades and years. ear 4 LEARN I N G OBJ ECT I V ES Pupils will be taught to…
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(iv) Divide time involving conversion of units with answers in compound units for time duration of : o hours and minutes, o years and months, o decades and years.
Examples of multiplication and division activities: 20 minutes × 4 = 80 mins = 1 hr 20 mins
45 225 5 years 45 yrs = 4 decades 5 yrs.
Pupils create stories about time from given number sentences Pose to pupils, daily problems in the form of words, tables and pictorials.
(v) Solve problems involving basic operations of time: o hours and minutes, o years and months, o decades and years.
Approach problem solving using Polya’s four-step algorithm of
- Understanding the problem
- Devising a plan
- Implementing the plan
- Checking the solution Make sensible estimations to check solutions.
SU GGEST ED T EACH I N G AN D LEARN I N G ACT I V I T I ES LEARN I N G OU T COM ES Pupils will be able to…
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Use and apply knowledge of time to find the duration.
Pupils extract information from schedules, such as class time- table, prayer schedule, bus schedule, etc.
(i) Read and state the start and end of an event from a schedule.
Expose pupils to a variety of schedules. clock analog digital display
Pupils model time on a number line to determine the duration of an event, for example 12·30 to 2·00 pm: lunch start end 12·30 1·00 2·00
(ii) Calculate the duration of an event from a schedule in o minutes, o hours, o hours and minutes within a day and two consecutive live days. a.m. p.m. duration schedule event program start end
1 hr 30 min Duration for lunch is 1 hour 30 mins.
(iii) Calculate the start or the end of an event from a given duration of time and read the start or end of an event.
Period Encourage pupils to check for reasonableness of estimations.
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Measure lengths using standard units.
Pupils measure, read and record lengths of objects. The following tools are used to measure lengths:
(i) Read measurement of length using units of milimetre.
Depth and height are examples of length. read scale measure
Emphasise that measuring should start from the ‘0’ mark of the rule. Remind pupils that the symbols for the units of length are:
measuring tape divisions length width height depth compare measurement
- metre ruler,
- small ruler, • measuring tape.
(ii) Write measurement of length to the nearest scales of tenth division for: o centimetre, o metre.
- m for metre,
- cm for centimetre, • mm for milimetre.
(iii) Measure and record lengths of objects using units of o millimetre, o centimetre and milimetre, o metre and centimetre.
Measurements are made to the nearest metre, centimetre and milimetre. Include compound units. record compound
(iv) Estimate the lengths of objects in o millimetre, o metre and millimetre, o centimetre and millimetre.
V OCABU LARY AN D LEARN I N G ACT I V I T I ES Pupils will be taught to… Pupils will be able to…
Understand the relationship Pupils construct tables of State the relationship Emphasise these units of length measurement (i) between units of length. relationship between units of between centimetre and relationships: relationship length. milimetre.
1 m = 100 cm 1 cm = 10 mm Pupils use conversion tables to Convert units of length from: Examples of conversion
(ii) convert from one unit of length exercises for units of length: o milimetres to centimetres to another. o and vice versa, 200 cm = 2 m compound units to a 2 m = 200 cm single unit.
5 cm = 50 mm 50 mm = 5 cm 1 m 50 cm = 150 cm
= 1.5 m 5 m 30 cm = 530 cm = 5.3 m ear 4 LEARN I N G OBJ ECT I V ES Pupils will be taught to…
SU GGEST ED T EACH I N G AN D LEARN I N G ACT I V I T I ES LEARN I N G OU T COM ES Pupils will be able to…
POI N T S T O N OT E
V OCABU LARY 1. Add and subtract length
Pupils demonstrate addition and subtraction of lengths using number sentences in the conventional manner.
(i) Add units of length, involving conversion of units in; o millimetre, o metre and centimetre, o centimetre and millimetre.
Give answers in mixed decimals to 2 decimal places. add plus total subtract minus difference
(ii) Subtract units of length, involving conversion of units in; o millimetre, o metre and centimetre o centimetre and millimetre altogether convert mixed decimal multiply product divide divisor
Pupils demonstrate multiplication and division using number sentences in the conventional manner.
(i) Multiply units of length, involving conversion of units, by; o a one-digit number, o 10, 100, 1000. multiplicand estimate estimation
(ii) Divide units of length, involving conversion of units, by; o a one-digit number; o 10, 100, 1000.
Limit division exercises to quotients without remainders. ear 4 LEARN I N G OBJ ECT I V ES Pupils will be taught to…
SU GGEST ED T EACH I N G AN D LEARN I N G ACT I V I T I ES LEARN I N G OU T COM ES Pupils will be able to…
POI N T S T O N OT E
V OCABU LARY
Pupils construct problems from a given number sentence involving measurement of length, for example, “How many 25 cm ribbons can you cut from a strip of 2 metres in length?”
= 2 metres ÷ 25 centimetres
(iii) Solve problems involving basic operations on length.
Apply the four step approach when solving problems. Practice mental calculations and estimations when solving problems involving length. Make sensible estimation to check answers.
25 cm ear 4 LEARN I N G OBJ ECT I V ES SU GGEST ED T EACH I N G LEARN I N G OU T COM ES POI N T S T O N OT E
V OCABU LARY AN D LEARN I N G ACT I V I T I ES Pupils will be taught to… Pupils will be able to…
Measure mass using Pupils measure, read and Measure of masses using in Emphasise that measuring read (i) standard units. record masses of objects in units of kilogram and gram. should start from the ‘0’ mark of weighing scale kilograms and grams using the weighing scale. divisions weighing scale.
Read measurement of weight (ii) masses to the nearest scales weigh division of kilograms and compare grams. record
Estimate the masses of Encourage pupils to check for Compound (iii) objects using kilograms and accuracy of estimations. grams. ear 4 LEARN I N G OBJ ECT I V ES Pupils will be taught to…
SU GGEST ED T EACH I N G AN D LEARN I N G ACT I V I T I ES LEARN I N G OU T COM ES Pupils will be able to…
POI N T S T O N OT E
V OCABU LARY
Understand the relationship between units of mass.
Pupils construct tables of relationship between units of mass. Pupils use conversion tables to convert from one unit of mass to another.
(i) Convert units of mass from o kilograms to grams, o kilograms and grams to grams, o kilograms and grams to kilograms.
Provide conversion exercises to emphasise the relationship 1 kg = 1000 g
Practice mental calculations and limit answers to problems in mixed decimals up to two decimal places, for example
measurement relationship decimal point
- 3 kg 200 g = 3.2 kg, • 1 kg 450 g = 1.45 kg.
ear 4 LEARN I N G OBJ ECT I V ES Pupils will be taught to…
SU GGEST ED T EACH I N G AN D LEARN I N G ACT I V I T I ES LEARN I N G OU T COM ES Pupils will be able to…
POI N T S T O N OT E
V OCABU LARY
1. Add and subtract involving units of mass.
Pupils write number sentences in the horizontal or vertical form to represent calculations involving mass, for example 3kg 450 g + 2 kg 310 g = ?
(i) Add mass involving units of mass in; o kilograms, o grams, o kilograms and grams.
Request answers to calculation involving mass in mixed decimals to two decimal places. convert mixed decimals total subtract minus 3 kg 450 g
(ii) Subtract mass involving units of mass in; o kilograms, o grams, o kilograms and grams.
Have pupils to practice mental calculations and verify answers by calculating in the conventional manner. altogether sum difference heavy total weight weighs
- 2 kg 310 g 5 kg 760 g 5 kg 760 g = 5.76 kg 3 450 g 3.45 kg
- 2 310 g + 2.31 kg 5 760 g 5.76 kg
2. Multiply and divide units of mass.
3 kg 450 g x 3 9 kg 1350 g
10 kg 350 g 10 kg 350 g = 10.35 kg (iii) Multiply mass involving conversion of units, with o a one-digit number, o 10, 100, 1000. multiply product multiplicand
Pupils divide using the long division technique.
(iv) Divide mass involving conversion of units : o one-digit number, o 10, 100, 1000.
SU GGEST ED T EACH I N G AN D LEARN I N G ACT I V I T I ES LEARN I N G OU T COM ES Pupils will be able to…
POI N T S T O N OT E
V OCABU LARY
Pupils pose problems from a given number sentence involving mass, for example = 2 kg
÷ 400 gram packets “How many 400 gram packets of sugar can be made from 2 kg of sugar?”
(v) Solve problems involving basic operations with mass.
Apply the four step approach when solving problems. Practice mental calculations and estimations when solving problems involving mass. Make sensible estimation to check answers. ear 4 LEARN I N G OBJ ECT I V ES Pupils will be taught to…