cs_year 4

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Year 4opic 1: WHOLE NUMBERS

Learning Area 1: NUMBERS TO 100 000LEARNING OBJECTIVES

Pupils will be taught to

SUGGESTED TEACHING

AND LEARNING ACTIVITIES

LEARNING OUTCOMES

Pupils will be able to

POINTS TO NOTE VOCABULARY

Develop number senseinvolving numbers of up to

100 000.

Use the calculator, abacusand/or ruler to explore various

aspects of numbers in thecontext of daily lifeexperiences.

(i) Name and write numbers upto 100 000.

Naming and writing numbers toinclude numbers in extended

notation, for example

!" 0#1 $ !0000 % "000 % 0 % #0% 1

!" 0#1 $ !" thousands % # tens% 1 ones

!" 0#1 $ ! ten thousands % "thousands % # tens % 1ones

number

numerals

count

place value

value of the digits

partition

estimate

chec&

(ii) Determine the place value ofthe digits in any wholenumber up to 100 000.

'stimate (uantities up to100 000.

compare

count in

hundreds

ten thousands

)ompare numbers with the aidof a ruler to explain why aparticular number has a biggeror smaller value.

(iii) )ompare value of numbersto 100 000.

*he number line can be used tomodel number cardinality. *helonger line represents a hghernumber and the shorter lineotherwise.

round off to thenearest

tens

hundreds

thousands

(iv) +ound off numbers to thenearest tens, hundreds andthousands.

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SUGGESTED TEACHING


LEARNING OUTCOMES



6ubtract numbers from anumber less than 100 000.

-upils subtract one or twonumbers from a number using

number sentences in thevertical form.

llow pupils to chec& answersby performing estimations.

'xpose pupils to (uic&subtraction strategies, such as,estimation, pairing of ten, counton and count bac&, etc.

-upils practice mentalsubtraction by using the abacusas a subtraction model.

(i) 6ubtract one or two numbersfrom a bigger number less

than 100 000.

7imit problems to the subtractionof a number from a bigger

number.

8nclude also subtractingsuccessively two numbers from abigger number.

-rovide the experience ofperforming subtraction by writingnumber sentences in thehoriontal and vertical form.

'mphasise subtraction as ta&eaway, difference or inverse ofaddition where appropriate.

llow pupils to practice mental

calculation.

number sentence

vertical form

without trading

with trading

(uic& calculation

pair of tens

count on

estimates

range

-upils create stories from givensubtraction number sentences.

-ose to pupils problems in allforms, i.e. numerical, simplesentences, tables and pictures.

(ii) 6olve subtraction problems. pproach problem solving using-olya=s four>step algorithm of

Understanding the problem

Devising a plan

8mplementing the plan

)hec&ing the solution

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SUGGESTED TEACHING


LEARNING OUTCOMES



?ultiply any two numberswith the highest product of

100 000.

-upils multiply by writingnumber sentences in the

vertical and horiontal form andmodel multiplication using thenumber line or other aids.

(i) ?ultiply three>digit numberswith

a 100,

b two>digit numbers.

?ultiplication exercises shouldinclude

without trading without

regrouping.

with trading with

regrouping.

times

multiply

multiplied by

multiple of

various

'xpose pupils to variousstrategies in multiplication, suchas, multiples of a number,benchmar&ing of tens,hundreds, and so on.

8ntroduce to pupils someproperties of multiplication, for

example

(ii) ?ultiply four>digit numberswith

a one>digit numbers,

b 10,

c two>digit numbers.

7imit products to less than100 000.

-rovide regular exercise ofrecalling basic facts ofmultiplication, followed bymultiplication exercises in thevertical form of multiplication

number sentences.

commutativeassociative

estimates

commutative property,

50 x 4 $ 4 x 50

associative property,

5" %3 %1" $ 5" % 3 % 1"

-upils practice mentalmultiplication by using theabacus as the multiplicationmodel.

(iii) ?ultiply two>digit numberswith 1 000.

Names of multiplicationproperties need not beintroduced.

'xamples of multiplicationstrategies

24# @ 14

$ 24# @ 30 A 24# @ 3

lattice multiplication.

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SUGGESTED TEACHING


LEARNING OUTCOMES



-upils create stories from agiven multiplication number

sentence, for example"#00 x " $ 25 000

9 company printed "#00copies of magaines per wee&.8n " wee&s 25 000 copies wereprintedstep algorithm of


Devising a plan



?a&e sensible estimations tochec& products of multiplication.

times

multiply

multiplied by

multiple of

commutative

associative

estimates

lattice

multiplication

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SUGGESTED TEACHING


LEARNING OUTCOMES



Divide a number less than100 000 by a two>digit

numbers.

?odel division using thenumber line or other aids and

divide using the long divisionmethod.

(i) Divide four>digit numbers by


b 10, 100 and 1000,


'xercises should include

Division without trading withoutregrouping.

without remainder,

with remainder.

divide

dividend

(uotient

divisor

remainder

'xposed pupils to variousstrategies in division such as,divisibility of a number, divideby 10, 100 and 1000, etc.

-upils practice mental divisionby using the abacus as adivision model.

(ii) Divide five>digit numbers by


b 10, 100 and 1000,


Division with trading withregrouping.

without remainder,

with remainder.

-rovide regular exercise ofrecalling basic facts of division,followed by the long division

exercise.

factors

long division

-upils create stories from givendivision number sentences.

-ose daily problems in the formof words, tables and pictorials.

(iii) 6olve division problems. pproach problem solving using-olya=s four>step algorithm of


Devising a plan



?a&e sensible estimations tochec& (uotients.

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SUGGESTED TEACHING


LEARNING OUTCOMES



-erform mixed operationinvolving addition and

subtraction.

-erform mixed operation in theform of number sentences

vertical and horiontal andmodel the operation using thenumber line or other aids.

-upils practice mentalcomputations by using theabacus as a computationmodel.

(i) -erform mixed operationsinvolving addition and

subtraction with numbersless than

a 100,

b 1 000,

c 10 000.

Bor mixed operation numericalproblems involving addition and

subtraction calculate from left toright.

'xamples of mixed operationnumerical problems

4 % "3 A 52 $

#5! A 134 % !2 $

43# A 231# % 1"00 $

void problems such as

3 A % 4 $ ;

mixed operation

-upils create stories from given

mixed operations numbersentences.

-ose to pupils, daily problemsin the form of words, tables andpictorials.

(ii) 6olve mixed operation

problems.

pproach problem solving using

-olya=s four>step algorithm of


Devising a plan



?a&e sensible estimations tochec& solutions.

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SUGGESTED TEACHING


LEARNING OUTCOMES



Name and write properfractions with denominators

up to 10.

-artition concrete obCects ormanipulative materials into

e(ual parts and compare partsto the whole to introduce properfractions, for example

Paper

-artition paper e(ually byfolding.

(i) Name and write properfractions with denominators

up to 10.

'mphasise fraction as

e(ual sie portions of a

whole,

e(ual shares of a whole set.

*he shaded portion of the wholefigure is one part out of five. 8t is

written in the fraction form as5

1.

e say it as 9one over five< or

9one fifth

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LEARNING OUTCOMES



'xpress e(uivalent fractionsfor proper fractions.

'xpress e(uivalent fractionswith the aid of fraction charts or

strips, strings, number lines andgraphics using conventionaltechnology or 8)*.

(i) 'xpress and write e(uivalentfractions for proper fractions.

*wo fractions of differentnumerator and denominator but

with the same value aree(uivalent fractions. *heexamples below illustrate theidea.

a

2

1

4

2

b 02

11

06

1

6

2

6

3

6

4

6

51

c6

2

2

2

3

1=

*he value of a fraction will notchange when both the numeratorand denominator are multipliedor divided by the same number.

proper fraction

e(uivalent

fraction

number line

Use number lines, fraction chartor strips, suitable graphics and8)* to express e(uivalentfractions in its simplest form.

(ii) 'xpress e(uivalent fractionsto its simplest form.

fraction in the simplest form isa fraction with its numerator anddenominator not divisible by anynumber except 1.

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SUGGESTED TEACHING


LEARNING OUTCOMES



dd two proper fractionswith denominators up to 10.

Demonstrate addition of properfractions through paper folding

activity or use fraction charts,diagrams and number lines.

(i)dd two proper fractions withthe same denominator up to

10 to its simplest forma with 1 as the numerator

for both fractions,

b with differentnumerators.

7imit exercises so that the sumof the two proper fractions is less

than or e(ual to 1, for example

a3

1

3

1+

b4

3

4

1+

simplest form

multiples

fraction chart

diagram

number line

solve problem

-upils add two proper fractionsby converting one of thefractions or both to theire(uivalent form.

(ii)dd two proper fractions withdifferent denominators up to10 to its simplest form

a with 1 as the numeratorfor both fractions,


'xamples of addition usinge(uivalent fractions are asfollows>

8

3

8

21

8

2

8

1

4

1

8

1

4

1

8

1

2

2

=

=

+=

+=

+

+

-upils create stories from givennumber sentences involvingfractions.


(iii) 6olve problems involvingaddition of proper fractions.

pproach problem solving using-olya=s four>step algorithm of


Devising a plan



LEARNING OBJECTIVES SUGGESTED TEACHING LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

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Learning Area 1: NUMBERS TO 100 000Pupils will be taught to AND LEARNING ACTIVITIES Pupils will be able to

6ubtract proper fractionswith denominators up to 10.

Demonstrate subtraction ofproper fractions through paperfolding activities or use charts,

diagrams and number lines.

(i) 6ubtract two proper fractionswith the same denominatorup to 10 to its simplest form



'xamples of subtraction ofproper fraction are as follows

a5

2

5

13

5

1

5

3==

2

1

6

3

6

25

6

2

6

5

3

1

6

5

3

1

6

5

3

3

2

2

=

=

=

=

=

simplest form

multiply

fraction chart

diagram

number line

solve problem

(ii) 6ubtract two proper fractionswith different denominatorsup to 10 to its simplest form



-upils create stories from givennumber sentences involvingfractions.


(iii) 6olve problems involvingsubtraction of properfractions.



Devising a plan



11

b

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SUGGESTED TEACHING


LEARNING OUTCOMES



Understand decimalnumbers,

*eacher introduces the conceptof decimals using Diene=s

bloc&s, hundred s(uares, placevalue chart and number line.

-upils find and present(uantities that use decimals indaily situations, examplecapacity of mil&, water, weightof sugar/flour/biscuits, oil, andmoney.

(i) Name and write decimalswith

a one decimal place,

b two decimal places.

Using decimals is another way ofrepresenting values less than 1.

Decimals are fractions of tenth,hundredth and so on.

Diene=s bloc& representing 0.2,three parts out of 10.

0.2 is read as Eero point three=.

!.41 is read as Eseven point eightone=.

2."5 is read as Eforty>three pointsix nine=.

:undred s(uares representing0.05, nine parts out of 100.

*ypes of decimals decimal fraction, e.g. 0.

mixed decimals, e.g. 2.!

6tate 9ero< before a decimalpoint where relevant.

decimals

place>value chart

tenth

hundredth

hundred s(uares

decimal point

decimal placedecimal fraction

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SUGGESTED TEACHING


LEARNING OUTCOMES



-upils write digits of given

decimal numbers in the placevalue chart.

(ii) +ecognise the place value of

a tenths,

b hundredths,

c tenths and hundredths.

*he place value chart showing0.2.

mixed decimal

convert

tenths

hundredths

(iii) )onvert fraction to decimalsof

a tenths,

b hundredths,

c tenths and hundredths,

and vice versa

12

*ens Fnes *enths

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SUGGESTED TEACHING


LEARNING OUTCOMES



LEARNING OBJECTIVES


SUGGESTED TEACHING


LEARNING OUTCOMES



dd decimals up to twodecimal places.

-upils perform addition ofdecimals through numbersentences and use numberlines to model addition of anytwo to four decimal numbers.

(i)dd any two to four decimalsof one decimal placeinvolving

a decimals only,

b whole numbers anddecimals,

c mixed decimals.

Note the place values after adecimal point.

vertical

mixed decimals

place value

decimal point

estimates

range

(ii)dd any two to four decimalsof two decimal placesinvolving

a decimals only,

b whole numbers anddecimals,

c mixed decimals.

-upils create stories from givennumber sentences.


(iii) 6olve problems involvingaddition of decimal numbers.



Devising a plan




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Learning Area 1: NUMBERS TO 100 000

LEARNING OBJECTIVES


SUGGESTED TEACHING


LEARNING OUTCOMES



6ubtract decimals up to twodecimal places.

-upils model subtraction ofdecimals using number linesand subtract decimal numbersthrough number sentences inthe vertical form.

(i) 6ubtract one to two decimalsfrom a decimal of onedecimal place involving

a decimals only,

b mixed decimals,

c whole numbers anddecimals mixeddecimals.


vertical

mixed decimals

place value

decimal point

estimates

range

(ii) 6ubtract one to two decimals

of one or two decimal places.



(iii) 6olve problems involvingsubtraction of decimals.



Devising a plan




1#

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LEARNING OBJECTIVES


SUGGESTED TEACHING


LEARNING OUTCOMES



?ultiply decimals up to twodecimal places with a wholenumber.

-upils model multiplication ofdecimals using number linesand multiply decimal numbersusing number sentences in thevertical form.

(i) ?ultiply any decimal of onedecimal place with

a one>digit number,

b 10, 100 and 1000.

-rovide pupils with exercises ofperforming multiplication ofdecimals by writing in the verticalform.


vertical form

decimal point

estimates

range

decimal place

(ii) ?ultiply any decimals of twodecimal places with

a one>digit number,

b 10, 100 and 1000.



(iii) 6olve problems involvingmultiplication of decimals.



Devising a plan




1"

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LEARNING OBJECTIVES


SUGGESTED TEACHING


LEARNING OUTCOMES



Divide decimals up to twodecimal places by a wholenumber.

-upils model division ofdecimals using number linesand divide decimal numbers bythe long division method.

(i) Divide decimals of onedecimal place by

a one>digit number,

b 10.

7imit exercises with dividends ofup to two decimal places only, forexample

2 G 3 $ 1.#

1. G $ 0.2#

value

long division

divide

dividends

(uotient

(ii) Divide decimals of two

decimal places by one>digitnumber.

division

remainder

factor

(iii) Divide decimals by a wholenumber with the dividendvalue of up to two decimalplaces.



(iv) 6olve problems involvingdivision of decimals.



Devising a plan




1!

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LEARNING OBJECTIVES


SUGGESTED TEACHING


LEARNING OUTCOMES



1.Understand and use thevocabulary related tomoney.

6how different combinations ofnotes and coins to represent agiven amount of money.

(i) +ead and write the value ofmoney up to +?10 000.

+?

sen

note

2.Use and apply&nowledge of money in reallife.

-erform basic operationsinvolving money by writingnumber sentences in thevertical and horiontal form.

(i)dd money up to +?10 000. -erform addition and subtractionof money by writing numbersentences in the vertical form.

coin

value

total

(ii) 6ubtract money from up to+?10 000.

7imit,

a addition to the highest totalof +?10 000, and

b subtraction within the rangeof +?10 000.

balance

amount

buy

sell

(iii) ?ultiply money to the highestproduct of +?10 000.

(iv) Divide money with dividendnot more than +?10 000.

'xclude division withremainders.

-upils perform mixedoperations involving money by

writing number sentences in thevertical and horiontal.

(v) -erform mixed operationinvolving addition and

subtraction involving moneyup to +?10 000.

(vi) +ound off money to thenearest 9ringgitstep algorithm of

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Learning Area 1: NUMBERS TO 100 000-ose to pupils, daily problemsin the form of words, tables andpictorials.


Devising a plan




LEARNING OBJECTIVES


SUGGESTED TEACHING


LEARNING OUTCOMES



Understand, read and writetime in hours and minutes.

*eacher introduce how to readand write time in hours andminutes using analog cloc& anddigital cloc&.

(i) +ead time in hours andminutes according to the 13>hours system.

*he proper way of reading andwriting time.

6ay, 9Nine o=cloc& in themorning< and write, 9500 a.m.hours system.

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Learning Area 1: NUMBERS TO 100 0006ay, 9Nine fifteen in the evening

a 1 day $ 3 hours,

b 1 year $ 2"# / 2"" days,

c 1 decade $10 years.

*he time relationship betweenmonths and days, i.e. 1 month $20 days is an approximation.

)onversion of units of timeshould also include properfractions.

decade

convert

year

day

-upils convert units of time, forexample,

3 decades $ 30 years

2

1decade $ # years

months $3

1year

4

3day $ 14 hours

4

1hours $ 1# minutes

30 years $ 3 decades

2" months $ 2 years

(ii) )onverta years to days, and vice

versa,

b decades to years, andvice versa,

c years to months, andvice versa,

d hours to days, and viceversa.

-upils convert time, forexample,

2 hours $ 140 minutes

3 hours 0 minutes $ 1"0

(iii) )onvert time from

a hours to minutes, andvice versa,

b hours and minutes to

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Learning Area 1: NUMBERS TO 100 000minutes

3#0 minutes $ hours and

10 minutes

minutes, and vice versa,

c minutes to hours andminutes, and vice versa,

LEARNING OBJECTIVES


SUGGESTED TEACHING


LEARNING OUTCOMES



dd, subtract, multiply anddivide units of time.

-upils add, subtract, multiplyand divide time and convertunits of time. Units of timeinvolve minutes, hours, months,years, and decades.

(i)dd time involvingconversion of units withanswers in compound unitsof

a hours and minutes,

b years and months,

c decades and years.

-ractice mental calculation.6how calculation throughnumber sentence in the verticalform.

'xamples of addition andsubtraction activities

20 minutes % # minutes

$ !# minutes

$ 1 hour 1# minutes.

hour

minute

add

plus

total

sumsubtract

minus

(ii) 6ubtract time involvingconversion of units withanswers in compound unitsof


b years and months,


1# hours % 1! hours

$ 23 hours

$ 1 day 4 hours.

33 months A months

$ 14 months

$ 1 year " months.

3! years % 3 years

$ 35 years

$ 3 decades 5 years.

ta&e away

difference

altogether

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SUGGESTED TEACHING


LEARNING OUTCOMES



(iii) ?ultiply time involvingconversion of units with

answers in compound unitsof


b years and months,


-ractice mental multiplicationand division.

7imit multiplicand and divisor to asingle digit and excluderemainders.

(iv) Divide time involvingconversion of units withanswers in compound units

for time duration of a hours and minutes,

b years and months,


'xamples of multiplication anddivision activities

30 minutes @

$ 40 mins

$ 1 hr 30 mins

1#

33## years

# yrs $ decades # yrs.

-upils create stories about timefrom given number sentences


(v) 6olve problems involvingbasic operations of time


b years and months,




Devising a plan




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SUGGESTED TEACHING


LEARNING OUTCOMES



LEARNING OBJECTIVES


SUGGESTED TEACHING


LEARNING OUTCOMES



Use and apply &nowledge

of time to find the duration.

-upils extract information from

schedules, such as class time>table, prayer schedule, busschedule, etc.

(i) +ead and state the start and

end of an event from aschedule.

'xpose pupils to a variety of

schedules.

cloc&

analog

digital display

-upils model time on a numberline to determine the duration ofan event, for example

13J20 to 3J00 pm lunch

start end

13J20 1J00 3J00

(ii) )alculate the duration of anevent from a schedule in

a minutes,

b hours,

c hours and minutes withina day and twoconsecutive live days.

a.m.

p.m.

duration

schedule

event

program

start

end

1 hr 20 min

Duration for lunch is 1 hour 20mins.

(iii) )alculate the start or the endof an event from a givenduration of time and read thestart or end of an event.

-eriod

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LEARNING OBJECTIVES


SUGGESTED TEACHING


LEARNING OUTCOMES



?easure lengths using

standard units.

-upils measure, read and

record lengths of obCects. *hefollowing tools are used tomeasure lengths

(i) +ead measurement of length

using units of milimetre.

Depth and height are examples

of length.

read

scalemeasure

metre ruler,

small ruler,

measuring tape.

(ii) rite measurement of lengthto the nearest scales of tenthdivision for

a centimetre,

b metre.

'mphasise that measuringshould start from the E0= mar& ofthe rule.

+emind pupils that the symbolsfor the units of length are

m for metre,

cm for centimetre,

mm for milimetre.

measuring tape

divisions

length

width

height

depth

compare

measurement

(iii) ?easure and record lengthsof obCects using units of

a millimetre,

b centimetre andmilimetre,

?easurements are made to thenearest metre, centimetre andmilimetre.

8nclude compound units.

record

compound

3#

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Learning Area 1: NUMBERS TO 100 000c metre and centimetre.

(iv) 'stimate the lengths ofobCects in

a millimetre,b metre and millimetre,

c centimetre andmillimetre.

'ncourage pupils to chec& forreasonableness of estimations.

LEARNING OBJECTIVES


SUGGESTED TEACHING


LEARNING OUTCOMES



Understand the relationshipbetween units of length.

-upils construct tables ofrelationship between units oflength.

(i) 6tate the relationshipbetween centimetre andmilimetre.

'mphasise these units of lengthrelationships

1 m $ 100 cm

1 cm $ 10 mm

measurement

relationship

-upils use conversion tables toconvert from one unit of lengthto another.

(ii) )onvert units of length from

a milimetres to centimetresand vice versa,

b compound units to asingle unit.

'xamples of conversionexercises for units of length

300 cm $ 3 m

3 m $ 300 cm

# cm $ #0 mm

#0 mm $ # cm

1 m #0 cm $ 1#0 cm

$ 1.# m# m 20 cm $ #20 cm

$ #.2 m

3"

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LEARNING OBJECTIVES


SUGGESTED TEACHING


LEARNING OUTCOMES



1.dd and subtract length. -upils demonstrate additionand subtraction of lengths usingnumber sentences in theconventional manner.

(i)dd units of length, involvingconversion of units inH

a millimetre,

b metre and centimetre,

c centimetre andmillimetre.

Kive answers in mixed decimalsto 3 decimal places.

addplus

total

subtract

minus

difference

(ii) 6ubtract units of length,involving conversion of unitsinH

a millimetre,

b metre and centimetre

c centimetre andmillimetre

altogether

convert

mixed decimal

multiply

productdivide

divisor

2.?ultiply and dividelength.

-upils demonstratemultiplication and division usingnumber sentences in the

(i) ?ultiply units of length,involving conversion of units,byH

multiplicand

estimate

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SUGGESTED TEACHING


LEARNING OUTCOMES



conventional manner. a a one>digit number,

b 10, 100, 1000.

estimation

(ii) Divide units of length,involving conversion of units,byH

a a one>digit numberH

b 10, 100, 1000.

7imit division exercises to(uotients without remainders.

-upils construct problems froma given number sentenceinvolving measurement oflength, for example,

9:ow many 3# cm ribbons canyou cut from a strip of 3 metresin length;digit number,

b 10, 100, 1000.

multiply

product

divide

divisor

multiplicand

-upils demonstrate division ofvolume of li(uid in theconventional manner.

(ii) Divide volume of li(uidinvolving conversion of unitsby

a a one>digit number,

b 10, 100, 1000.

7imit division without remainders.

'stimate volume of li(uid from agiven situation.

-upils construct problems forconversion of units from a givenmeasurement of volume, forexample

*here are three empty glassesto be filled with mil&, 1.# litres intotal. :ow much mil& can each

(iii) 6olve problems involvingvolume of li(uids.

pply the four step approachwhen solving problems.

-ractice mental calculations andestimations when solvingproblems involving volume ofli(uid.

?a&e sensible estimation tochec& answers.

2"

1.# L

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SUGGESTED TEACHING


LEARNING OUTCOMES



glass hold;

LEARNING OBJECTIVES


SUGGESTED TEACHING


LEARNING OUTCOMES



1.Understand the perimeterof a two>dimensional shape.

-upils draw a s(uare, arectangle and a triangle anddescribe the features of theshapes.

(i) 8dentify the sides of a

a s(uare,

b rectangle,

c triangle.

s(uare and a rectangle, eachhas four sides. trianle hasthree sides.

length

breadth

perimeter

area

-upils measure the perimeterof given shapes usingsuggested measuring tools, forexample, a thread or string anda ruler.

(ii) ?easure and record theperimeter of a

a s(uare,

b rectangle,

c triangle.

Merify that the perimeter of theshapes a s(uare, a rectangle ora triangle is e(ual to the sum ofthe length of its sides.

2!

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SUGGESTED TEACHING


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2.Understand the area of atwo>dimensional shape.

-upils draw a s(uare and arectangle and label the lengths

and breadths of the shapes.

(i) 8dentify the dimensions of a

a s(uare,

b rectangle.-upils build various shapeswith e(ual number of s(uaretiles.

-upil compare using a gridpaper, for example

*he area of s(uare )D is s(uare units. *he area ofrectangle -O+6 is 13 s(uareunits.

(ii) )ompare with unit s(uaresthe sie of a

a rectangle,

b s(uare.

Use a small s(uare tile as a units(uare. *he figures havedifferent shapes but they havethe same sie.

*he area of each figure is "s(uare units.

Merify that the area the numberof unit s(uares for a s(uare orrectangle is the product of itsdimensions.

-upils use rulers to measurethe dimensions of s(uares andrectangles.

(iii) ?easure and record thedimensions of s(uares andrectangles.

*abulate measurements ofdimensions and their product, forexample

6hape 7ength

cm

readth

cm

7 x

s(uarecm

1"

" # 20

) 2 " 14

24

6 +

)D

- O

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SUGGESTED TEACHING


LEARNING OUTCOMES



3.Bind the area andperimeter two>dimensional

shapes.

-upils calculate area using theformula

rea $ length x breadth

rea of rectangle

$ cm x 2 cm$ 13 cm3

(i) )alculate the area ofs(uares and rectangles.

*he s(uare centimetre ands(uare metre are the units of

area.cm3stands for s(uarecentimetre.

m3 stands for s(uare metre.

7imit shapes to s(uares andrectangles only.

s(uare centimetre

cm3

s(uare metre m3

-upils create stories aboutperimeters or areas from givennumber sentences

-ose to pupils, daily problemsin the form of words, tables and

pictorials.

(ii) 6olve problems involvingperimeter and area of two>dimensional shapes.


-ractice mental calculations andestimations when solvingproblems involving perimeter and

area.?a&e sensible estimation tochec& answers.

25

breadth

2 cm

length

cm

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SUGGESTED TEACHING


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-upils draw nets of cuboidsfrom a given set ofmeasurements and buildcuboids. 7abel the dimensionsof the cuboids constructed.

'xplore volume of cuboidsusing units of small cubes.

'ight small cubes fit into onebig cube, so the volume of thebig cube is 4 cubic units.

(ii) )ompare with a unit cube

a cuboid

b cube

Use small cubes as unit cube.

6tate volume of a big cube in thetotal numbers of small unitcubes.

Merify that the volume of a cubeor cuboid is the product of its

dimensions.

(iii) ?easure and record thedimensions of cubes andcuboids.

*abulate the measurements ofdimensions of cubes andcuboids and find their product.

2.Bind the volume forcubes and cuboids.

-upils calculate volume usingthe formula

Molume $ length x breadth xheight

(i) )alculate the volume ofcubes and cuboids.

*he standard unit for volume isthe cubic metre m2. smallerunit for volume is the cubic

centimetre cm2.

height

breadth

lengthvolume

1length

breadth

height

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SUGGESTED TEACHING


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-upils create stories aboutvolume of cubes and cuboidsfrom given number sentences


(ii) 6olve problems involvingvolume of cubes andcuboids.


-ractice mental calculations andestimations when solvingproblems involving volume ofcubes and cuboids.

?a&e sensible estimation tochec& answers.

LEARNING OBJECTIVES


SUGGESTED TEACHING


LEARNING OUTCOMES



Use a pictograph to readand display data. *eacher shows a pictographand pupils tal& about thepictograph, for example

Pocket Money Saved yPupi!s in a "eek

(i) Describe a pictographfeaturing

a the picture used torepresent data,

b the title of the graph,

c what the axes represent,

llow pupils to create storiesfrom the pictographs shown tothem.

&ey(uantity

3

6iti 7ee +ani

+epresents +?1.00

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SUGGESTED TEACHING


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d hat one unit of picturerepresent.

*eacher guides pupils to extractand interpret information frompictographs by posingappropriate (uestions.

(ii) 'xtract and interpretinformation from pictographs.

8nvolve counting activities toshow numbers or (uantities,ma&ing comparison and findingthe total (uantity.

*eacher provides information in

tabular form, pupils transformthe information intopictographs.

(iii) )onstruct pictographs to

illustrate given information.

Use these steps when

constructing pictographs. Determine what the

horiontal axis and verticalaxis represent.

Use one number or the same

symbol to represent one unitor more.

rite heading of the

pictograph.

'nsure that a &ey is present.

7imit to # columns or rows.

-ose to pupils, daily problemsin the form pictographs fromsources such as magaines,newspapers, etc.

(iv) 6olve a given problem byorganising and interpretingnumerical data inpictographs.

'mphasise five aspects inhandling data

specifying the problemH

planning the data to be

collected and the analysis to

2

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SUGGESTED TEACHING


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be carried outH

collecting the data in a

variety of ways, for examplethrough surveys or usingprepared sources of dataH

processing and representing

the dataH

interpreting and discussing

the results.

?any children collect informationand draw graphs without theunderstanding of the purpose.-rovide children withopportunities to

formulate and clarify

(uestions,

interpret a range of graphs

and charts, especially thosefrom secondary sources, e.g.magaines, newspapers, etcH

interpret and analyse data in

ways that foster speculation

Custify interpretations,

analyses and conclusions.

Peep a balance across the five

aspects of data handling.LEARNING OBJECTIVES


SUGGESTED TEACHING


LEARNING OUTCOMES



Use bar graphs to read anddisplay data.

*eacher shows a bar graph andpupils tal& about the bar graph,

(i) Describe a bar graphfeaturing

llow pupils to create storiesfrom the bar graphs shown to

bar graph

axis

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SUGGESTED TEACHING


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for example a the title of the graph,

b what the axes represent,

them.

ars representing data are

sometimes presentedhoriontally, hence is called thehoriontal bar graph.

horiontal axis

vertical axis

*eacher guides pupils to extractand interpret information frombar graphs by posing

appropriate (uestions.

(ii) 'xtract and interpretinformation from bar graphs.

8nvolve counting activities toshow numbers or (uantities,ma&ing comparison and finding

the total (uantity.

*eacher provides information intabular form, pupils transformthe information into bar graphs.

(iii) )onstruct bar graphs toillustrate given information.

Use these steps whenconstructing bar graphs.

Determine what the

horiontal axis and verticalaxis represent.

rite title of the graph.

7imit to # columns or rows.

#

Waiting Time at Cempaka Cini!

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SUGGESTED TEACHING


LEARNING OUTCOMES



-ose to pupils, daily problemsin the form bar graphs fromsources such as magaines,newspapers, etc.

(iv) 6olve a given problem byorganising and interpretingnumerical data in bar graphs.

'mphasise five aspects inhandling data

specifying the problemH planning the data to be

collected and the analysis tobe carried outH

collecting the data in a

variety of ways, for examplethrough surveys or usingprepared sources of dataH

processing and representing

the dataH

interpreting and discussing

the results.Peep a balance across the fiveaspects of data handling.

"

cs_year 4

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