YEARLY SCHEME OF WORK YEAR 5 2011

WEEK TOPIC AND LEARNING LEARNING OUTCOMES SUGGESTED TEACHING AND LEARNING ACTIVITIES
LEARNING AREA OBJECTIVES Pupils will be able to :
Pupils will be taught
to:
WHOLE NUMBER 1. Develop number (i) Name and write numbers up  Teacher pose number in numerals, pupils name the respective
sense up to to numbers and write the number word.
1 000 000 1000 000
 Teacher says the number names and pupils show the number
(ii) Determine the place value of using the calculator of abacus, then pupils write the numerals.
1 -2 NUMBER TO the digits in any whole
1 000 000 number up to 1000 000  Provide suitable number line scales and ask pupils to mark
the positions that represent a set of given numbers.
(iii) Compare value of numbers
up to  Given a set of numerals, pupils represent each number using
1 000 000. the number base block or the place value of every digit of the
given number.
(iv) Round off numbers to the
nearest tens, hundreds,  Given a set of numerals, pupils compare and arrange the
thousands, ten thousands and numbers in ascending then descending order.
hundred thousands

WHOLE NUMBER 2.Add numbers to the (i) Add any two to four numbers  Pupils practice addition using the four-step algorithm of:
total of 1 000 000 to 1 000 000 1. Estimate the Total
2. Arrange the numbers involved according to place
values.
3. Perform the operation
3 ADDITION WITH 4. Check the reasonableness of the answer.
THE HIGHEST
TOTAL OF  Pupils create stories from given addition number sentence.
1 000 000
 Teacher Pose problems verbally, i.e. in the numerical form
or simple sentences.

 Teacher guides pupils to solve problems following Polya’s

four step mode of:
1. Understand the problem
2. Devising a plan
3. Implementing the plan
4. Looking back.

1
 WHOLE NUMBER 3.Subtract numbers (i) Subtract one number from a  Pupils create stories from given subtraction number sentence.
from a numbers less bigger number less than
than 1000 000 1 000 000  Pupils practice subtraction using the four-step algorithm of :
1. Estimate the sum.
(ii) Subtract successively from a 2. Arrange the numbers involved according to place values.
4-5 .SUBTRACTION bigger number less than 3. Perform the operation.
WITHIN THE 1 000 000 4. Check the reasonableness of the answer.
RANGE OF
1 000 000 (iii) Solve subtraction problems  Pupils Subtract successively by writing the number sentence
in the
a) horizontal form
b) vertical form

 Teacher pose problems verbally i.e.., in the numerical form or

simple sentences.

 Teacher guides pupil to solve problems following Polya’s

four-step model of :
1. Understand the problem
2. Devising a plan
3. Implementing the plan
4. Looking back
WHOLE NUMBER 4.Multiply any to (i) Multiply up to five digit  Pupils create stories from given multiplication number
numbers with the numbers with sentences
highest product of 1 a) a one-digit number e.g. 40 500 x 7 = 283 500
000 000 b) a two- digit number “A factory produces 40 500 batteries per day. 283 500
c) 10, 100 and 1000. batteries are produced in 7 days”
6 Multiplication with
the Highest Product of (ii) Solve problems involving  Pupils practice multiplication using the four-step algorithm of:
1 000 000 multiplication. 1. Estimate the product.
2. Arrange the numbers involved according to place values.
3. Perform the operation.
4. Check the reasonableness of the answer.
 Teacher pose problems verbally i.e., in the numerical form or
simple sentence

 Teacher guides pupils to solve problems following Polya’s

four-step model of :
1. Understanding the problem
2. Devising a plan
3. Implementing the plan

2
 WHOLE NUMBERS 5.Divide a number less (i) Divide numbers up to six  Pupils create stories from given division number sentences.
than 1 000 000 by a digits by
two-digit number a) one-digit number  Pupils practice division using the four-step algorithm of:
b) 10, 100 and 1000 1. Estimate the product.
c) two-digit number 2. Arrange the numbers involved according to place values.
7-8 DIVISION WITH 3. Perform the operation.
THE HIGHEST (ii) Solve problems involving 4. Check the reasonableness of the answer.
DIVIIDEND OF division
1 000 000 Example for long division

1 3 5 6 2 r 20
35 4 7 4 6 9 0
3 5
1 2 4
1 0 5
1 9 6
1 7 5
2 1 9
2 1 0
9 0
7 0
2 0

 Teacher pose problems verbally, i.e., in the numerical form or

simple sentences.

 Teacher guides pupils to solve problems following Polya’s

four-step model of :
1. Understanding the problem
2. Devising a plan
3. Implementing the plan
4. Looking back
WHOLE NUMBER 6.Perform mixed (i) Calculate mixed operation on  Pupils create stories from given number sentence involving
operations involving whole numbers involving mixed operations of division and multiplication.
multiplication and multiplication and division
division  Pupils practice calculation involving mixed operation using
(ii) Solve problems involving the four-step algorithm of :
9 MIXED mixed operations of division 1. Estimate the quotient
OPERATIONS and multiplication. 2. Arrange the numbers involved according to place values.
3. Perform the operation
4. Check the reasonableness of the answer.

3
 Teacher guides pupils to solve problems following Polya’s

WEEK LEARNING AREA LEARNING LEARNING OUTCOMES SUGGESTED TEACHING AND LEARNING ACTIVITIES
OBJECTIVES Pupils will be able to :
Pupils will be taught
to:

10 UJIAN PENILAIAN KENDALIAN SEKOLAH (PKS 1)

FRACTIONS 1. Understand (i) Name and write improper  Demonstrate improper fractions using concrete objects such
improper fractions fractions with denominators as paper cut-outs, fraction charts and number lines.
up to 10
 Pupils perform activities such as paper folding or cutting, and
(ii) Compare the value of the two marking value on number lines to represent improper
11 IMPROPER improper fractions. fractions.
FRACTIONS

4
 FRACTIONS 1. Understand mixed (i) Name and write mixed  Teacher demonstrate mixed numbers by partitioning real
numbers numbers with denominators objects or manipulative.
up to 10.
 Pupils perform activities such as
(ii) Convert improper fractions a) Paper folding and shading
12 MIXED NUMBERS to mixed numbers and vice b) Pouring liquids into containers.
versa c) marking number lines

To represent mixed numbers.

e.g.

3
2 4 shade parts

1
3 2 beakers full

FRACTIONS 1. Add two mixed (i) Add two mixed numbers with  Demonstrate addition of mixed numbers through
numbers the same denominators up to
10. a) paper folding activities
b) fraction charts
(ii) Add two mixed numbers with c) diagrams
different denominators up to d) number lines
13 ADDITION OF 10. e.g.
FRACTIONS
(iii) Solve problems involving 1 1 3
addition of mixed numbers.
1 4 +1 2 =2 4

5
  Create stories from given number sentences involving mixed
numbers.

FRACTIONS 1. Subtract mixed (i) Subtract two mixed numbers  Demonstrate subtraction of mixed numbers through
numbers with the same denominator
up to 10. a) paper folding activities
b) fraction charts
(ii) Subtract two mixed numbers c) diagrams
14 SUBTRACTION OF with different denominators d) number lines
FRACTIONS up to 10. e) Multiplication table.

(iii) Solve problems involving  Pupils create stories from given numbers sentences involving
subtraction of mixed mixed numbers.
numbers.

FRACTIONS 1. Multiply any (i) Multiply whole numbers with  Use groups of concrete materials, picture and number lines to
proper tractions proper tractions demonstrate fraction as equal share of a whole set.
with a whole
number up to (ii) Solve problems involving  Provide activities of comparing equal portions of two
1 000 multiplication of fractions groups objects.

15 MULTI-PLICATION
OF FRACTIONS

6
 e.g.

1
2 of 6 = 3

1
2 of 6 pencils is 3 pencil







1 6
2 x 6 = 2 =3

1
6 x 2 or six halves.

1
6 x 2 1/2 of an orange is ……

1 1 1 1 1 1
3 + 3 + 3 + 3 + 3 + 3 = 3 oranges.

 Create stories from given number sentences.

7
WEEK TOPIC AND LEARNING LEARNING OUTCOMES SUGGESTED TEACHING AND LEARNING ACTIVITIES
LEARNING AREA OBJECTIVES Pupils will be able to :
Pupils will be taught
to:
DECIMALS 1. Understand and (i) Name and write decimal  Teacher models the concept of decimal number using
use the vocabulary numbers to three decimal number lines.
related to decimals places
e.g.
(ii) Recognized the place
value of thousandths 8 parts out of 1 000 equals 0.008
16 DECIMAL NUMBER
(iii) Convert fractions of 23 parts out of 1 000 is equal to 0.023
thousandths to decimal
numbers and vice versa. 100 parts out of 1 000 is 0.100

(iv) Round off decimal  Compare decimal numbers using thousand square and number
numbers to the nearest line
a) tenths
 Pupils find examples that use decimals in daily situation
b) hundredths
DECIMALS 1. Add decimal (i) Add any two to four  Pupils practice adding decimals using the four- step algorithm
number up to three decimal numbers up to of :
decimal places three decimal places
involving 1. Estimate the total
2. Arrange the numbers involved according to place values
17 ADDITION OF a) decimal numbers and 3. Perform the operation
DECIMAL NUMBERS decimal numbers 4. Check the reasonableness of the answer.

b) Whole numbers and  Pupils create stories from given number sentences.
decimal numbers

(ii) Solve problems involving

addition of
decimal numbers.
DECIMALS 1. SUBTRACT (i) Subtract a decimal  Pupils subtract decimal numbers, given the number sentence
DECIMAL number from another in the horizontal and vertical from.
NUMBERS UP decimal up to three
TO THREE  Pupils practice subtracting decimals using the four-step
8
18 SUBTRACTION OF DECIMAL decimal places. algorithm of :
DECIMAL NUMBERS PLACES 1. Estimate the total
2. Arrange the numbers involved according to place values
(ii) Subtract successively any 3. Perform the operation
two decimal numbers up 4. Check the reasonableness of the answer.
to three decimal places
 Pupils make stories from given number sentences.

(iii) Solve problems involving

subtraction of decimal
numbers

DECIMALS (i) Multiply decimal (i) Multiply any decimal  Multiply decimal numbers with a number using horizontal and
numbers up to numbers up to three vertical from.
three decimal decimal places with
places with a a) a one-digit number  Pupils practice adding decimals using the four- step algorithm
whole number of :
19 MULTIPLICATION OF b) a two-digit number 1. Estimate the total
DECIMAL NUMBERS 2. Arrange the numbers involved according to place values
c) 10, 100 and 1000. 3. Perform the operation
4. Check the reasonableness of the answer.
(ii) Solve problems involving
multiplication of decimal  Pupils create stories from given number sentences.
numbers.

20 PENILAIAN KENDALIAN SEKOLAH PERTENGAHAN TAHUN

DECIMALS 1. Divide decimal (i) Divide a whole number  Pupils practice adding decimals using the four- step algorithm
numbers up to by of :
three decimal a) 10 1. Estimate the total
places by a whole 2. Arrange the numbers involved according to place values
21 DIVISION OF number. b) 100 3. Perform the operation
DECIMAL NUMBERS 4. Check the reasonableness of the answer.
c) 1000
(ii) Divide a whole number  Pupils create stories from given number sentences.
by
a) a one-digit number

9
 b) a two-digit whole
number.

(iii) Divide a decimal number

of three decimal places
by
a) a one-digit number

b) a two-digit whole
number

c) 10

d) 100

(iv) Solve problem involving

division of decimal
number
WEEK TOPIC AND LEARNING LEARNING OUTCOMES SUGGESTED TEACHING AND LEARNING ACTIVITIES
LEARNING AREA OBJECTIVES Pupils will be able to :
Pupils will be taught
to:
PERCENTAGE 1. Understand and use (i) Name and write the  Pupils represent percentage with hundred squares.
percentage symbol for percentage
 Shade parts of the hundred square
(ii) State fraction of
22 PERCENTENGE hundredths in percentage  Name and write the fraction of the shaded parts to the shaded
parts to percentage.
(iii) Convert fraction of
hundredths to percentage
and vice versa.
.PERCENTAGE 1. Relate fraction and (i) Convert proper  Identity the proper fractions with the denominators given.
decimals to fractions of tenths to
percentage percentage.

23 CONVERT FRACTION (ii) Convert proper fractions

AND DECIMALS TO with the denominators of
PERCENTAGE 2, 4, 5, 20, 25 and 50 to
percentage.

(iii) Convert percentage to

fraction in its simplest
from.

10
 (iv) Convert percentage to
decimal number and
vice versa

\WEEK TOPIC AND LEARNING EARNING OUTCOMES SUGGESTED TEACHING AND LEARNING
LEARNING AREA OBJECTIVES Pupils will be able to : ACTIVITIES
Pupils will be taught
to:
MONEY 1. Understand and use (i) Read and write the value Pupils show different combination of notes and coins to represent
vocabulary related of money in ringgit and a given amount of money.
to money sen up to RM 100 000.

(i) Add money

24 MONEY TO in ringgit and sen up to
RM 1 00 000 RM 100 000.
(ii) Subtract
money in ringgit and sen
within the range of
RM 100 000.

(iii) Multiply
money in ringgit and sen
with a whole number,
fraction or decimal RM
100 000.

MONEY Use and apply Pupils perform basic and mixed operation involving money
mathematics concepts
when dealing with (iv) Divide  by writing numbers sentences in the horizontal and vertical
money up to RM 100 money in ringgit and sen form.
000. with the divisor up to
25 MONEY TO RM 100 000.  Pupils create stories from given number sentences involving
RM 1 00 000 money in real context, for example,
(v) Perform
mixed operation of a) Profit and loss in trade

11
 multiplication and vision
involving money in b) Banking transaction
ringgit and sen up to RM
100 000. c) Accounting

(vi) Solve d) Budgeting and finance management

problems in real context
involving money in Pupils solve problems following Polya’s four-step algorithm and
ringgit and sen up to RM using some of the common problem solving strategies.
100 000

WEEK TOPIC AND LEARNING LEARNING OUTCOMES SUGGESTED TEACHING AND LEARNING
LEARNING AREA OBJECTIVES Pupils will be able to : ACTIVITIES
Pupils will be taught
to:
TIME 1. Understand the (i) Read and write time in the  Pupils tell the time from the digital clock display.
vocabulary related 24-hour system.
time  Design an analogue clock face showing time in the 24-
(ii) Relate the time in the 24- hour system
hour system to the 12-
26 READING AND hour system  Pupils convert time by using
WRITING TIME
(iii) Convert time from the 12 12 12
24-hour system to the 12-
hour system and vice- mornimg afternoon evening
versa noon

0000 1200 0000

mornimg afternoon evening

noon
the clock face

00
23 13
22 14

12
 21 15
20 16
19 17
18

TIME 2.Understand the (i) Convert time in fractions  Pupils convert from one unit of time.
relationship between and decimals of a minute
units of time to seconds  Pupils explore the relationship between centuries,
27 BASIC OPERATIONS decades and years by constructing a time conversion
INVOLVING TIME (i) Convert time in fractions table.
and decimals of an hour to
minutes and to seconds.

(ii) Convert time in fractions

and decimals of a day to
seconds.

(iii) Convert units of time

from
a. Century to years and
vice versa.

b. Century to decades
and vice versa
28 UJIAN PENILAIAN KENDALIAN SEKOLAH (PKS 2)

TIME 3.Add, subtract, (i) Add time in hours,  Pupils add, subtract, multiply and divide units of time by
multiply and divide minutes and seconds. writing numbers sentences in the horizontal and vertical
units of time. from.e.g.
(ii) Subtract time in hours,
minutes and seconds. 5 hr 20 min 30 s
29 TIME DURATION + 2 hr 25 min 43 s
(iii) Multiply time in hours,
minutes and seconds.

(iv) Divide time in hours

13
 minutes and seconds. 4 hr 45 min 12 s
- 2 hr 30 min 52 s

2 hr 15 min 9 s
X 7

4 13 hours 13 minutes

4.Use and apply (i) Identify the start and end
knowledge of time to times of are event.
find the duration.
(ii) Calculate the duration of
an event, involving
 Pupils read and state information from schedules such as :
a) class time-table
b) fixtures in a tournament

a. Hours, c) Public transport, etc

minutes and seconds.
 Pupils find the duration the start and end time from a
b. Days and given situation
hours

(iii) Determine the start or end

time of an event from a
given duration of time.

(iv) Solve problems involving

time duration in fractions
and/or decimals of hours,
minutes and seconds.

WEEK TOPIC AND LEARNING LEARNING LEARNING OUTCOMES SUGGESTED TEACHING AND LEARNING
AREA OBJECTIVES Pupils will be able to : ACTIVITIES
Pupils will be taught
to:
LENGTH 1. Measure and (i) Describe by comparison  Teacher provides experiences to introduce the idea of a
compare distances. the distance of one kilometer.
kilometer.
e.g.

14
30 MEASURING LENGTH (ii) Measure using scales for
distance between places. Walk a hundred-meter track and explain to pupils that
kilometer is ten times the distance.

 Use a simple a simple map to measure the distances to

one place to another.

e.g.

a) school

b) village

c) town
LENGTH 2.Understand the (i) Relate meter and  Compare the length of a meter string and a 100-cm stick,
relation between units kilometer then write the relationship between the units. Pupils then
of length visualize how far the length would be if 1000 such sticks
31 .RELATIONSHIP (ii) Convert meter to were to be arrange end to end.
BETWEEN UNITS OF kilometer and vice versa
LENGTH  Pupils use the conversion table for units of length to
convert length from km to m and vice versa.

LENGTH 3.Add, subtract, (i) Add and subtract units of  Pupils demonstrate addition and subtraction involving
multiply and divide length involving units of length using number sentences in the usual
units of length conversion of units in conventional manner.

32 BASIC OPERATION a) kilometers. e.g.

INVOLVING LENGTH
b) kilometers and a) 2 km + 465 = _______ m
meters.
b) 3.5 km + 615 = ________ km
(ii) kilometer and divide
units of length in c) 12. 5 km – 625 m = _______ m
kilometers involving
conversion of units with.
 Pupils multiply and divide involving units of length.
a) a one-digit number.
e.g.
b) 10, 100, 1000
a) 7. 215 m x 1 000 = _______ km
(iii) Solve problems
involving basic b) 2. 24 km ÷3= ________ m
operations on length.

15
 Create stories from given number sentence.

WEEK TOPIC AND LEARNING LEARNING OUTCOMES SUGGESTED TEACHING AND LEARNING
LEARNING AREA OBJECTIVES Pupils will be able to : ACTIVITIES
Pupils will be taught
to:
MASS 1. Compare mass of (i) Measure and record  Pupils measure, read and record masses of objects in
objects. masses of objects in kilograms and using the weighing scale and determine
kilogram and grams. how many times the mass of an objects as compared to
another.
(ii) Compare the masses of
33 COMPARING MASS two objects using
kilogram and gram,
stating the comparison in
multiples or fractions.

(iii) Estimate the masses of

objects in kilograms and
grams.

2.Understand the (i) Convert units of mass  Pupils make stories for a given measurement of mass.
relationship between from fractions and
units of mass. decimals of a kilogram to e.g.
33 grams and vice versa.
Aminah bought 4 kg of cabbages and 500 g celery.
(ii) Solve problems involving Altogether, she bought a total of 4.5 kg vegetables.
conversion of mass units
in fraction and / or
decimals.

WEEK TOPIC AND LEARNING LEARNING OUTCOMES SUGGESTED TEACHING AND LEARNING
LEARNING AREA OBJECTIVES Pupils will be able to : ACTIVITIES
Pupils will be taught
to:

16
 VOLUME OF LIQUID 1. Measure and (i) Measure and record the  Pupils measure, read and record volume of liquid in liter
compare volumes volumes of liquid in a and milliliters using beaker measuring cylinder, etc.
of liquid using smaller metric in fractions
standard units and / or decimals of a  Pupils measure and compare volume of liquid stating the
larger unit. comparison in multiples or factors.
34 COMPARING VOLUME
(ii) Estimate the volumes of
liquid involving fractions
and decimals in liters and
milliliters.

(iii) Compare the volumes of

liquid involving fractions
and decimals using liters
and milliliters

VOLUME OF LIQUID 1. Understand the (i) Convert units of volumes  Engage pupils in activities that will create an awareness
relationship involving fraction and of relationship.
35 RELATIONSHIP between units of decimals in liter and vice-
BETWEEN UNITS OF volume of liquid versa.  Pupils make stories from a given number sentence
VOLUME involving volume of liquid
VOLUME OF LIQUID. 1. Add and subtract (i) Add units of volume  Pupils carry out addition up to 3 numbers involving
units of volume involving mixed decimals mixed
in

a) liters
36 OPERATIONS ON
VOLUME OF LIQUID b) milliliters

c) liters and milliliters

(ii) Subtract units of volume
involving mixed decimals
in
a) liters
b) milliliters
c) liters and milliliters
VOLUME OF LIQUID. 1. Multiply and (i) Multiply units of volume  Pupils demonstrate division for units of volume in the
divide units of involving mixed number conventional manner.

17
 volume using :
(ii) Divide units of volume  Pupils construct stories about volume of liquids from
using given number sentences.
37 OPERATIONS ON
VOLUME OF LIQUID a) up to 2 digit number,

b) 10, 100, 1000 involving

mixed decimals.

(iii) Divide unit of volume

using.

a) a one-digit number.

b) 10, 100, 1000.

Involving conversion of units

38 PENILAIAN KENDALIAN SEKOLAH AKHIR TAHUN

WEEK TOPIC AND LEARNING LEARNING OUTCOMES SUGGESTED TEACHING AND LEARNING
LEARNING AREA OBJECTIVES Pupils will be able to : ACTIVITIES
Pupils will be taught
to:
.SHAPE AND SPACE 1. Find the perimeter (i) Measure the perimeter of  Use measuring tapes, rules or string to measure the
of composite 2-D the following composite perimeter of event composite shapes
shapes. 2-D shapes

a) square and square

39 COMPOSITE TWO
DIMENSIONAL b) rectangle and rectangle
SHAPES
c) triangle and triangle

d) square and triangle

e) square and triangle

f) rectangle and triangle

18
 (ii) Calculate the perimeter of
the following composite
2-D shapes a) square and
square.

a) rectangle and
rectangle.

b) triangle and triangle

c) square and rectangle

d) square and triangle

e) rectangle and triangle.

(iii) Solve problems involving

perimeters of composite
2-D shapes.

SHAPE AND SPACE 1. Find the area of (i) Measure the area of the  Pupils count the unit squares to find the area of composite
composite 2-D following composite 2-D 2-D shapes on the grid paper.
shapes shapes 

a) square and square

40 COMPOSITE THREE b) rectangle and rectangle

DEMENSIONAL
SHAPES c) square and rectangle

(ii) Calculate the area of the

following composite 2-D
shapes square and square.

a) rectangle and rectangle

b) square and rectangle

(iii) Solve problems involving

areas of composite 2-D
shapes.

19
 SHAPE AND SPACE 1. Find the volume of (i) Measure the volume of  Use any combination of 3-D shapes to find the surface
composite 3-D the following composite area and volume.
shapes 3-D shapes

a) cube and cube

41 COMPOSITE THREE b) cuboid and cuboid

DEMENSIONAL
SHAPES c) cube and cuboid

(ii) Calculate the volume of

the composite 3-D shapes
following

a) cube and cube

b) cuboid and cuboid

c) cube and cuboid

WEEK TOPIC AND LEARNING LEARNING OUTCOMES SUGGESTED TEACHING AND LEARNING ACTIVITIES
LEARNING AREA OBJECTIVES Pupils will be able to :
Pupils will be taught
to:
DATA HANDLING 1. Understand and (i) Describe the meaning  Prepare two containers of the same size with different
use the vocabulary of average. volumes of liquid.
to average
(ii) State the average of two  Equal the volume of liquid from the two containers.
or three quantities.
42 AVERAGE
(iii) Determine the formula e.g.
for average

20
  Relate the examples given to determine the average using
the formula

DATA HANDLING 1. Use and apply (i) Calculate the average  Calculate the average of two numbers
knowledge of using formula
average  Calculate the average of three numbers
(ii) Solve problem in real
42 ORGANISING AND life situation.  Pose problems involving real life situation.
INTERPRETING DATA

21
1. Understand the (i) Recognize frequency (i) Discuss a bar graph showing the frequency, mode, range,
vocabulary relating mode, range, maximum maximum and minimum value.
to data and minimum value
organization in from bar graphs
graphs. e.g.

Number of books read by five pupils in February

5
4

frequency
3
2
1

Adam

Shiela

Davin

Nadia

May
pupils

 Pupils transform data tables to bar graphs.

(ii) Construct a bar graph
1. Organize and from a given set of data.
interpret data from name Reading Mental
tables and charts. (iii) Determine the test Arithmetic
frequency mode, range, score test score
average, maximum and
minimum value from a Adam 10 8
given graph. Davin 7 10
May 9 8

22