Download - 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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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
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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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
?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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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
-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
Understanding the problem
Devising a plan
8mplementing the plan
)hec&ing the solution
?a&e sensible estimations tochec& products of multiplication.
times
multiply
multiplied by
multiple of
commutative
associative
estimates
lattice
multiplication
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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
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
a one>digit numbers,
b 10, 100 and 1000,
c two>digit numbers.
'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
a one>digit numbers,
b 10, 100 and 1000,
c two>digit numbers.
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
Understanding the problem
Devising a plan
8mplementing the plan
)hec&ing the solution
?a&e sensible estimations tochec& (uotients.
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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
-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
Understanding the problem
Devising a plan
8mplementing the plan
)hec&ing the solution
?a&e sensible estimations tochec& solutions.
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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
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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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
'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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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
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,
b with differentnumerators.
'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.
-ose to pupils, daily problemsin the form of words, tables andpictorials.
(iii) 6olve problems involvingaddition of proper fractions.
pproach problem solving using-olya=s four>step algorithm of
Understanding the problem
Devising a plan
8mplementing the plan
)hec&ing the solution
LEARNING OBJECTIVES SUGGESTED TEACHING LEARNING OUTCOMES POINTS TO NOTE VOCABULARY
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Year 4opic 1: WHOLE NUMBERS
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
a with 1 as the numeratorfor both fractions,
b with differentnumerators.
'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
a with 1 as the numeratorfor both fractions,
b with differentnumerators.
-upils create stories from givennumber sentences involvingfractions.
-ose to pupils, daily problemsin the form of words, tables andpictorials.
(iii) 6olve problems involvingsubtraction of properfractions.
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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b
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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
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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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
-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
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*ens Fnes *enths
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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
LEARNING OBJECTIVES
Pupils will be taught to
SUGGESTED TEACHING
AND LEARNING ACTIVITIES
LEARNING OUTCOMES
Pupils will be able to
POINTS TO NOTE VOCABULARY
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.
-ose to pupils, daily problemsin the form of words, tables andpictorials.
(iii) 6olve problems involvingaddition of decimal numbers.
pproach problem solving using-olya=s four>step algorithm of
Understanding the problem
Devising a plan
8mplementing the plan
)hec&ing the solution
?a&e sensible estimations tochec& solutions.
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Year 4opic 1: WHOLE NUMBERS
Learning Area 1: NUMBERS TO 100 000
LEARNING OBJECTIVES
Pupils will be taught to
SUGGESTED TEACHING
AND LEARNING ACTIVITIES
LEARNING OUTCOMES
Pupils will be able to
POINTS TO NOTE VOCABULARY
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.
Note the place values after adecimal point.
vertical
mixed decimals
place value
decimal point
estimates
range
(ii) 6ubtract one to two decimals
of one or two decimal places.
-upils create stories from givennumber sentences.
-ose to pupils, daily problemsin the form of words, tables andpictorials.
(iii) 6olve problems involvingsubtraction of decimals.
pproach problem solving using-olya=s four>step algorithm of
Understanding the problem
Devising a plan
8mplementing the plan
)hec&ing the solution
?a&e sensible estimations tochec& solutions.
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Year 4opic 1: WHOLE NUMBERS
Learning Area 1: NUMBERS TO 100 000
LEARNING OBJECTIVES
Pupils will be taught to
SUGGESTED TEACHING
AND LEARNING ACTIVITIES
LEARNING OUTCOMES
Pupils will be able to
POINTS TO NOTE VOCABULARY
?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.
Note the place values after adecimal point.
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.
-upils create stories from givennumber sentences.
-ose to pupils, daily problemsin the form of words, tables andpictorials.
(iii) 6olve problems involvingmultiplication of decimals.
pproach problem solving using-olya=s four>step algorithm of
Understanding the problem
Devising a plan
8mplementing the plan
)hec&ing the solution
?a&e sensible estimations tochec& solutions.
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Year 4opic 1: WHOLE NUMBERS
Learning Area 1: NUMBERS TO 100 000
LEARNING OBJECTIVES
Pupils will be taught to
SUGGESTED TEACHING
AND LEARNING ACTIVITIES
LEARNING OUTCOMES
Pupils will be able to
POINTS TO NOTE VOCABULARY
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.
-upils create stories from givennumber sentences.
-ose to pupils, daily problemsin the form of words, tables andpictorials.
(iv) 6olve problems involvingdivision of decimals.
pproach problem solving using-olya=s four>step algorithm of
Understanding the problem
Devising a plan
8mplementing the plan
)hec&ing the solution
?a&e sensible estimations tochec& solutions.
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Year 4opic 1: WHOLE NUMBERS
Learning Area 1: NUMBERS TO 100 000
LEARNING OBJECTIVES
Pupils will be taught to
SUGGESTED TEACHING
AND LEARNING ACTIVITIES
LEARNING OUTCOMES
Pupils will be able to
POINTS TO NOTE VOCABULARY
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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Year 4opic 1: WHOLE NUMBERS
Learning Area 1: NUMBERS TO 100 000-ose to pupils, daily problemsin the form of words, tables andpictorials.
Understanding the problem
Devising a plan
8mplementing the plan
)hec&ing the solution
?a&e sensible estimations tochec& solutions.
LEARNING OBJECTIVES
Pupils will be taught to
SUGGESTED TEACHING
AND LEARNING ACTIVITIES
LEARNING OUTCOMES
Pupils will be able to
POINTS TO NOTE VOCABULARY
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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Year 4opic 1: WHOLE NUMBERS
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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Year 4opic 1: WHOLE NUMBERS
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
Pupils will be taught to
SUGGESTED TEACHING
AND LEARNING ACTIVITIES
LEARNING OUTCOMES
Pupils will be able to
POINTS TO NOTE VOCABULARY
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
a hours and minutes,
b years and months,
c decades and years.
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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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
(iii) ?ultiply time involvingconversion of units with
answers in compound unitsof
a hours and minutes,
b years and months,
c decades and years.
-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,
c decades and years.
'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
-ose to pupils, daily problemsin the form of words, tables andpictorials.
(v) 6olve problems involvingbasic operations of time
a hours and minutes,
b years and months,
c decades and years.
pproach problem solving using-olya=s four>step algorithm of
Understanding the problem
Devising a plan
8mplementing the plan
)hec&ing the solution
?a&e sensible estimations tochec& solutions.
32
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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
LEARNING OBJECTIVES
Pupils will be taught to
SUGGESTED TEACHING
AND LEARNING ACTIVITIES
LEARNING OUTCOMES
Pupils will be able to
POINTS TO NOTE VOCABULARY
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
3
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Year 4opic 1: WHOLE NUMBERS
Learning Area 1: NUMBERS TO 100 000
LEARNING OBJECTIVES
Pupils will be taught to
SUGGESTED TEACHING
AND LEARNING ACTIVITIES
LEARNING OUTCOMES
Pupils will be able to
POINTS TO NOTE VOCABULARY
?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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Year 4opic 1: WHOLE NUMBERS
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
Pupils will be taught to
SUGGESTED TEACHING
AND LEARNING ACTIVITIES
LEARNING OUTCOMES
Pupils will be able to
POINTS TO NOTE VOCABULARY
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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Year 4opic 1: WHOLE NUMBERS
Learning Area 1: NUMBERS TO 100 000
LEARNING OBJECTIVES
Pupils will be taught to
SUGGESTED TEACHING
AND LEARNING ACTIVITIES
LEARNING OUTCOMES
Pupils will be able to
POINTS TO NOTE VOCABULARY
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
3!
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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
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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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
glass hold;
LEARNING OBJECTIVES
Pupils will be taught to
SUGGESTED TEACHING
AND LEARNING ACTIVITIES
LEARNING OUTCOMES
Pupils will be able to
POINTS TO NOTE VOCABULARY
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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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
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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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
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.
pply the four step approachwhen solving problems.
-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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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
-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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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
-upils create stories aboutvolume of cubes and cuboidsfrom given number sentences
-ose to pupils, daily problemsin the form of words, tables andpictorials.
(ii) 6olve problems involvingvolume of cubes andcuboids.
pply the four step approachwhen solving problems.
-ractice mental calculations andestimations when solvingproblems involving volume ofcubes and cuboids.
?a&e sensible estimation tochec& answers.
LEARNING OBJECTIVES
Pupils will be taught to
SUGGESTED TEACHING
AND LEARNING ACTIVITIES
LEARNING OUTCOMES
Pupils will be able to
POINTS TO NOTE VOCABULARY
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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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
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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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
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
Pupils will be taught to
SUGGESTED TEACHING
AND LEARNING ACTIVITIES
LEARNING OUTCOMES
Pupils will be able to
POINTS TO NOTE VOCABULARY
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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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
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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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
-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.
"