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Curriculum Specifications

MATHEMATICS

YEAR 1

Ministry of Education Malaysia

2002

Topic: WHOLE NUMBERS

Learning Area: Numbers 0 to 10

OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTE

taught to:

1. Say and use • Pupils say numerals familiar i. Say the number Emphasise equal number

the number to them: eg. their age, house names 1 to 9. and unequal numerals

names in number, bus number, page quantities of count

familiar number, numbers on telephone ii. Recognise numerals objects. one

contexts. and clock face. 1 to 9. two

Numbers should be three

• Teacher represents (models) iii. Count a group of introduced as a four

each number using objects in objects 1 to 9. representation of five

the classroom: eg: 1 book, 4 quantity of objects. six

chairs, 1 nose and 2 eyes. seven

Pupils should count eight

• Pupils listen and repeat each systematically to nine

number after teacher through keep track of the say

rhymes, songs, and stories. count. How many?

For example: Five Little Ducks count in ones

and The Three Bears. Oversome things

difficulties and group

• Pupils recite the sequence;

recognise recitation sing

One, two ... nine through

errors.

rhymes, songs and stories.

Count a collection of

objects in different

arrangments.

1

Topic: WHOLE NUMBERS

Learning Area: Numbers 0 to 10

OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTE

Pupils will be Pupils will be able to:

taught to:

One, two ... nine through counting is to tell

rhymes, songs and stories. how many there

are.

• Pupils count objects in the

classroom. The last number

name spoken is the

• Pupils count in other contexts, answer to questions

such as clapping sounds or such as “how many

hopping movements. are there?”

2

Topic: WHOLE NUMBERS

Learning Area: Numbers 0 to 10

OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTE

taught to:

2. Read and • Pupils write numbers “in the i. Write numerals 1 to Pupils should begin

write numbers air”, using sand, playdough, 9. writing numerals by

from 1 to 9. tracing with finger cut-out tracing the digits.

numerals and by joining dots. ii. Read number words

one to nine. Technique of writing

• Pupils write numerals using numerals 1 to 9.

the correct technique. iii. Write number words

one to nine.

• Pupils sing number rhymes,

songs, and read stories.

words one to nine.

number words.

Emphasise the

correct technique

of writing numerals.

3

Topic: WHOLE NUMBERS

Learning Area: Numbers 0 to 10

OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTE

taught to:

3. Say and use • On a number track marked 1 i. Arrange numbers 1 to Arrange in order a number

the number to 9, pupils skip, hop or jump 9: complete set of count

names in to: a. count on in ones. numbers (first one

order. - count on in ones; objects, then dot two

- count back in ones; b. count back in ones. patterns, then three

numerals): from 1 four

• Pupils respond to questions to about 5, then to five

such as: 10. six

What number comes after 4? seven

What number comes before eight

7? nine

What number comes next? How many?

count on

• Look at and point to a number

count back

track.

count on in

- Say aloud every other

ones

number, starting at one,

count back in

starting at two …

ones

after

before

next

in order

group

4

Topic: WHOLE NUMBERS

Learning Area: Numbers 0 to 10

OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTE

taught to:

• Put in order, smallest first, a

set of numbers 1 to 9, with

three or four of the numbers

removed.

Which numbers are missing?

3 7 5 8 2

5

Topic: WHOLE NUMBERS

Learning Area: Numbers 0 to 10

OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTE

taught to:

4. Read and • Pupils listen to and say/recite i. Say the number Pupils to number

write numbers number rhymes, songs and names 0 and 10. understand the count

from 0 to 10. stories. idea that a group one

e.g: Ten Green Bottles, and ii. Recognise 0 and 10 in with nothing is two

One, two … counting. called zero. three

four

• Pupils tell the number of Pupils to recognise five

things that obviously are not “zero” as the six

in the classroom. cardinal number seven

e.g: How many cars are there associated with eight

in this room? “none”, through nine

How many tigers? etc. stories and when ten

counting back. zero

• Pupils to count fingers or iii. Count a group of

objects to 10. all gone

other objects to 10.

nothing

no more

• Pupils recite the sequence

say

zero, one … ten.

How many?

number words

match

6

Topic: WHOLE NUMBERS

Learning Area: Numbers 0 to 10

OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTE

taught to:

• Pupils write numerals iv. Write numerals 0 and Technique of

correctly, by tracing from top 10. writing the numeral

to bottom in a continuous line 0.

where possible, first 0 and

0

then 10.

words zero to ten. v. Read number words

zero to ten.

• Pupils write number words

zero to ten. Emphasise the

vi. Write number words correct technique

zero to ten. of writing numerals.

7

Topic: WHOLE NUMBERS

Learning Area: Numbers 0 to 10

OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTE

taught to:

5. Understand • Pupils count on in ones from i. Arrange numbers Arrange in order a few

and use the 0 to 10. from 0 to 10; complete set of more

vocabulary of a. count on in ones. numbers (first less

comparing 0 1 2 3 4 5 6 7 8 9 10 objects, then dot same

and arranging b. count back in patterns, then same as

numbers ones. numerals): from 0 not the same

• Pupils count back in ones before

or quantities. to 10.

from 10 to 0. c. count on from a after

given number. Find out by next

10 9 8 7 6 5 4 3 2 1 0

counting which of between

d. count back to a the two groups has small

given number. more or fewer smaller

objects. smallest

• Pupils compare two numbers ii. Compare two large

using concrete objects such numbers and say Know that a larger

as books, rulers, Cuisenaire which is more or less. number following largest

rods or connecting blocks. another number in arrange

e.g. iii. Identify one more or the counting order

one less. sequence is larger. put

put away

8

Topic: WHOLE NUMBERS

Learning Area: Numbers 0 to 10

OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTE

taught to:

• Pupils respond to questions

such as:

a. Which is more?

b. Which is less?

c. Which is 1 more?

d. Which is 1 less?

e. Which is equal

f. Which is not equal?

9

Topic: WHOLE NUMBERS

Learning Area: Addition with the Highest Total of 10

OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTE

taught to:

1. Use the • Model concept of addition i. Find one more than a Addition is one more

vocabulary using concrete and number from 1 to 9. combining sets to add

involved in manipulative materials. make a total. plus

addition with sum

the highest • Pupils repeat after teacher: Introduce the equals

total of 10. 5 and 1 more is 6; symbols of addition number

5 and 1 is 6; ‘+’ and equals ‘=’ to sentence

5 plus 1 is 6; record calculations.

5 add 1 is 6.

Relate ‘+’ to:

and; plus; add; and

more.

Adding zero to a

number leaves the

number unchanged.

10

Topic: WHOLE NUMBERS

Learning Area: Addition with the Highest Total of 10

OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTE

taught to:

2. Understand • Write the number sentence i. Find the total of two Find totals by one more

addition as for addition: numbers. counting all objects add

combining e.g. 5 + 1= 6 and by counting on. plus

two groups Repeat with different numbers. ii. Write number total

of objects. sentences for addition. Read number sum

sentence, equals

• Pupils say how many there

2 + 1 = 3 as “two number

are by counting all objects.

plus one equals sentence

e.g.

three” or “two plus

Combine a group of 3 cakes

one is equal to

with a group of 4 cakes to get

three”.

7 cakes.

3 cakes + 4 cakes = 7 cakes

11

Topic: WHOLE NUMBERS

Learning Area: Addition with the Highest Total of 10

OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTE

taught to:

• Pupils find total by using iii. State all possible Emphasise mental plus

fingers or other objects. pairs of numbers that calculation. add

total up to a given equals

• Pupils make all possible

number. total

combinations of a specified

number

number using chips or other

iv. Recall rapidly the sentence

objects.

total of two numbers. combinations

e.g. 6

recall rapidly

mental

calculation

• Pupils list all possible

combinations of two numbers

that equal to a given total.

e.g. Total is 8

0+8=8

1+7=8

2+6=8

3+5=8

4+4=8

12

Topic: WHOLE NUMBERS

Learning Area: Addition with the Highest Total of 10

OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTE

taught to:

3. Use and apply • Pupils recall all possible pairs i. Solve simple problems Use and apply plus

knowledge of of numbers to find a total. in real life situations. knowledge of add

addition in addition in a variety total

real life. • Pupils solve problems by of contexts including sum of

simulating or modelling the real life. How many

situation. altogether?

e.g: I have 2 brothers and 4 Pupils must know

sisters. How many ice- by heart all possible

creams do I have to buy combinations of two

for them? numbers that total

2+4= up to 10.

many more eggs must basic facts with the

she buy to make 9? highest total of 10.

2+ =9 Select problems

according to pupils’

e.g How many must be ability and

added to three to make proficiency in

eight? language.

+3=8

13

Topic: WHOLE NUMBERS

Learning Area: Subtraction within the Range of 10

OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTE

taught to:

1. Use the • Model concept of subtraction i. Find one less than a Relate subtraction subtract

vocabulary using concrete and number. to “taking-away” take away

involved in manipulative materials. and counting how take out

subtraction many are left. What is left?

of numbers • Pupils take out 1 bead at a time

0 to 10. from a group of 10 beads to Introduce the

find the balance. symbols of

e.g. 10 –1 = 9 subtraction ‘–‘ and

9–1=8 equals ‘=’ to record

8–1=7 calculations.

7–1=6…

Relate ‘–‘ to:

2. Understand • Pupils write number i. Write number take away;

subtraction as sentences. sentences for less than; and

“take away”. e.g. subtraction. what is left.

There are 6 books. Devi takes

away 2 books. How many Subtracting zero

books are left? from a number

leaves the number

6–2= unchanged.

14

Topic: WHOLE NUMBERS

Learning Area: Subtraction within the Range of 10

OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTE

taught to:

e.g. Read number

I have 8 sweets. I give Chan sentence,

3 sweets. How many sweets 5 – 3 = 2 as “five

do I have left? minus three equals

two” or “five minus

8–3= three is equal to

two”.

15

Topic: WHOLE NUMBERS

Learning Area: Subtraction within the Range of 10

OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTE

taught to:

3. Use and apply • Pupils recall all possible pairs i. Solve simple problems Use and apply take away

knowledge of of numbers to find a difference. in real life situations. knowledge of remove

subtraction in subtraction in a How many left?

real life. • Pupils solve problems by variety of contexts

simulating or modelling the including real life.

situation.

e.g. Select problems

My father’s car has 4 tyres. according to pupils’

One tyre is missing. How ability and

many tyres are left? proficiency in

language.

4–1=

16

Topic: WHOLE NUMBERS

Learning Area: Numbers to 20

OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTE

taught to:

1. Say and use • Pupils recite the sequence i. Say the number names Numbers should be number

the number eleven, twelve, … twenty. 11 to 20. introduced as a count

names in representation of eleven

familiar • Pupils recognise numerals ii. Recognise numerals quantity of objects. twelve

contexts. they see on flash cards. 11 to 20. thirteen

Overcome fourteen

• Pupils count objects in the iii. Count a group of difficulties and fifteen

classroom or outside. objects 11 to 20. recognise recitation sixteen

e.g. chairs, leaves, flowers … errors. seventeen

eighteen

• Pupils count on and back in nineteen

ones using number ladder or twenty

number line up to 20. say

How many?

group

2. Read and • Pupils match numerals with i. Write numerals 11 to ones

write numbers number words up to 20. 20. tens

from 11 to 20. number ladder

• Computer based teaching and ii. Read number words number line

learning activities are eleven to twenty.

encouraged.

iii. Write number words

eleven to twenty.

17

Topic: WHOLE NUMBERS

Learning Area: Numbers to 20

OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTE

taught to:

3. Know what • Represent 13 with objects. i. Say what each digit in Emphasise the number

each digit in a number represents. representation of count

a number each digit in eleven

represents. numbers. twelve

thirteen

fourteen

• Pupils say what each digit in fifteen

a number represents. sixteen

e.g. 13 seventeen

Digit 1 in 13 represents 10 eighteen

and 3 represents 3. nineteen

twenty

• Ask Pupils: say

Say which number is the How many?

same as: group

One ten and seven ones (17); ones

One ten and 1 one (11); tens

Two tens and no ones (20).

18

Topic: WHOLE NUMBERS

Learning Area: Numbers to 20

OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTE

taught to:

4. Say and use • Pupils count on in ones: i. Arrange numbers 11 to Encourage pupils count on

the number eleven, twelve, … twenty. 20; to say the numbers count back

names in a. count on in ones. correctly. count in ones

order. • Pupils count back in ones; hold it in your

twenty, nineteen, eighteen, … b. count back in ones. head

eleven.

given number. given number.

e.g.

Start with twelve. Hold it in

your head. Count on to fifteen.

Twelve, thirteen, fourteen,

fifteen.

given number. given number.

e.g.

Count back four numbers from

sixteen. Fifteen, fourteen,

thirteen, twelve.

19

Topic: WHOLE NUMBERS

Learning Area: Numbers to 100

OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTE

taught to:

1. Say and use • Pupils recite the number i. Say the number names Encourage pupils ten

the number sequence to 100. to 100. to pronounce the twenty

names in numbers correctly. thirty

familiar • Pupils recognise numerals ii. Recognise numerals For example: forty

contexts. they see on flash cards. to 100. eighty-five fifty

sixty

• Pupils count objects in tens iii. Count a group of seventy

and ones using multi based objects to 100. eighty

blocks and Cuisenaire rods. ninety

one hundred

• Pupils count on and back in twenty-one,

ones using the hundred grid, twenty-two …

number ladder or number line one hundred

up to 100. thirty-one, thirty-

two … one

hundred

forty-one, forty-

two … one

hundred

fifty-one, fifty-two

… one hundred

20

Topic: WHOLE NUMBERS

Learning Area: Numbers to 100

OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTE

taught to:

2 Read and write • Pupils match numerals with i. Write numerals to 100. Check on sixty-one, sixty-

numbers to number words up to 100. pronunciation of two … one

100. ii. Read number words number names. hundred

• Computer based teaching and to one hundred. seventy-one,

learning activities are Overcome seventy-two …

iii. Write number words

encouraged. difficulties in one hundred

to one hundred.

spelling and check eighty-one,

for accuracy. eighty- two …

one hundred

ninety-one,

ninety- two …

one hundred

Cuisenaire rods

hundred grid

missing number

21

Topic: WHOLE NUMBERS

Learning Area: Numbers to 100

OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTE

taught to:

3. Say and use • Pupils count on and count i. Arrange numbers to Encourage Pupils count on

the number back in ones using objects 100; to say the numbers count back

names in such as ice-cream sticks, correctly. count in ones

order. straws, hundred grid or a. count on in ones hold it in your

diagrams. to 100. head

back in tens using objects, from 100.

Cuisenaire rods, multi based

blocks or hundred grid. c. count on in tens

from 0.

• Pupils count on and count

back in tens from a given

d. count back in tens

number using objects,

from 100.

Cuisenaire rods, multi based

blocks or hundred grid.

e. count on and count

e.g.

back in tens from

Count on in tens from 1;

a given number.

1, 11, 21 … 91

e.g.

Count back in tens from 88;

and stop at 38;

88, 78 … 38

22

Topic: WHOLE NUMBERS

Learning Area: Numbers to 100

OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTE

taught to:

• Fill in the missing numbers on

a hundred grid or number line.

23

Topic: WHOLE NUMBERS

Learning Area: Numbers to 100

OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTE

taught to:

4. Understand • Teacher introduces ordinal i. Say ordinal numbers Pupils to arrange

and use numbers through activities, from first to tenth. understand and use order

ordinal such as: in practical contexts first

numbers in a. 10 pupils to line up in a ii. Use ordinal numbers in ordinal numbers to second

different straight line. Each pupil different contexts. denote position. third

contexts. says his number: fourth

One, two … ten. The pupil Emphasise the fifth

who says ‘one’ is the first relationship sixth

in the line. Repeat with the between cardinal seventh

second to tenth pupil. and ordinal eighth

numbers up to ninth

b. Order winners in a running ‘tenth’. tenth

race from the first to tenth last

place. cardinal

ordinal

c. Order brothers or/and

sisters in the family.

24

Topic: WHOLE NUMBERS

Learning Area: Numbers to 100

OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTE

taught to:

• Pupils to use ordinal numbers

in different contexts.

e.g. Find the seventh page of

your story book?

Whose desk is ninth in

this row?

the third house from the

right?

2 4 6 8

25

Topic: WHOLE NUMBERS

Learning Area: Addition with the Highest Total of 18

OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTE

taught to:

1. Use the • Model concept of addition i. Find one more than a Addition can be add

vocabulary using concrete and number. done in any order. plus

involved in manipulative materials. one more

addition Adding zero to a total

• Pupils answer to oral number leaves the groups

questions in many ways. number unchanged. recall

e.g. 1 more than 10 is __. basic facts

__ is 1 more than 14. Find totals by

counting all objects

and by counting on.

2. Understand • Pupils make all possible i. Find total of two

addition as combinations of two groups numbers.

combining two of objects to make a total of

groups of up to 18. ii. Write number

objects. e.g. sentences for addition.

8 bags + 4 bags = 12 bags

6 balls + 5 balls = 11 balls

for addition:

e.g. 8 + 7= 15

Repeat with different numbers.

26

Topic: WHOLE NUMBERS

Learning Area: Addition with the Highest Total of 18

OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTE

taught to:

3. Know by heart • Pupils list all combinations of i. Recall rapidly basic Emphasise mental add

basic facts of two numbers within basic facts of addition. calculation plus

addition. facts. one more

total

• Activities such as using flash altogether

cards and saying aloud can be groups

carried out. recall

basic facts

4. Use and apply • Pupils recall all pairs of i. Solve simple problems Use and apply

knowledge of numbers that give totals up to in real life situations. knowledge of

addition in 18. addition in a variety

real life. of contexts including

• Pupils solve problems by real life.

simulating or modelling the

situation. Select problems

e.g. according to pupils’

Abu has 8 balloons and Osu ability and

has 6. How many balloons are proficiency in

there altogether? language.

27

Topic: WHOLE NUMBERS

Learning Area: Subtraction within the Range of 18

OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTE

taught to:

1. Use the • Model concept of subtraction i. Find one less than a subtract

vocabulary using concrete and number. take away

involved in manipulative materials. take out

subtraction. minus

• Pupils answer rapidly to oral difference

questions in many ways. balance

e.g. 14 is 1 less than __. How many left?

1 less than 13 is __. What is left?

2. Understand • Pupils find the difference i. Find the difference Relate subtraction

subtraction between two groups of between two numbers. to:

as “take objects. - taking-away;

away” or - counting how

ii. Write number

“difference” • Pupils find all possible pairs many are left.

sentences for

between of numbers for a given

subtraction.

two groups difference. Relate the symbol

of objects. ‘–‘ to: remove, take

e.g. – = 2 away, less and what

is left.

– = 5 Subtracting zero

from a number

leaves the number

unchanged.

28

Topic: WHOLE NUMBERS

Learning Area: Subtraction within the Range of 18

OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTE

taught to:

3. Know by • Pupils list all combinations of i. Recall rapidly basic Find the difference pair of numbers

heart basic two numbers within basic facts of subtraction. by counting up to difference

facts of facts. and counting back state

subtraction. from the larger equals

• Activities such as using flash number. recall rapidly

cards and saying aloud can mental

be carried out. Emphasise mental calculation

calculation.

• Pupils list all possible pairs of ii. State all possible pairs Pupils must know

numbers for a given difference. of numbers with a by heart all possible

difference equals to a pairs of numbers

e.g. Difference is 3

given number. for a given

3–0=3

difference.

4–1=3

5–2=3 iii. Recall rapidly the

difference of two Emphasise mental

6–3=3

numbers. calculation.

7–4=3

8–5=3

9–6=3

10 – 7 = 3

29

Topic: WHOLE NUMBERS

Learning Area: Subtraction within the Range of 18

OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTE

taught to:

4. Use and apply • Pupils recall basic facts of i. Solve simple problems Use and apply subtract

knowledge of subtraction. in real life situations. knowledge of take away

subtraction in subtraction in a take out

• Pupils solve problems by

real life. variety of contexts minus

simulating or modelling the

including real life. difference

situation.

balance

e.g.

Select problems How many left?

Ajit has 18 oranges. He gives

according to pupils’ what is left?

away 9. How many oranges

are left? ability and

proficiency in

e.g. language.

There are 9 chairs. Pupils take

away a few chairs so that there

are 5 chairs left. How many

chairs were taken away?

9 – =5

e.g.

Think of a number and take

away 3. The answer is 6,

what is the number?

–3=6

30

Topic: MONEY

Learning Area: Money to RM10

OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTE

taught to:

1. Understand • Pupils trace, colour and i. Recognise coins and Explain ringgit how many

and use the exchange coins. notes of Malaysian symbol as ‘RM’ and how much

vocabulary currency. sen symbol as ‘sen’ buy

related to • Pupils use sample coins and pronounce it sell

money. and notes to find total value ii. Represent the value of correctly. sort

of money. money in ‘RM’ and e.g: the same

‘sen’. a. 40 sen price

• Pupils do simulation of real life pronounce as cost

situation in the classroom iii. Exchange forty sen; pay

such as: a. coins up to RM1; b. RM2 pronounce coins

- classroom shop; and as two ringgit; notes

- school canteen; and b. notes up to RM10. and total

- buying grocery. c. RM3.45 exchange

iv. Add and subtract pronounce as value

a. coins up to RM1; three ringgit and

and forty-five sen.

b. notes up to RM10.

Exchange coins up

to RM1 using only 1

v. Solve simple problems

sen, 5 sen, 10 sen,

involving money in real

20 sen and 50 sen

life situations.

and in any

combination.

31

Topic: TIME

Learning Area: Introduction to Time

OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTE

taught to:

1. Understand • Pupils colour pictures of i. Say time of the day Time of the day is time

and use the events in a day. correctly. morning, noon, morning, noon

vocabulary afternoon, evening, afternoon,

related to • Pupils tell what they do in ii. Say in sequence night and midnight. evening, night,

time. a day. events of the day. midnight

Events of the day wake-up

• Discuss events on each day

such as brushing bath

of the week.

teeth, breakfast, brush teeth

• Sing related songs. iii. Name the days of the

lunch, dinner, etc. breakfast

lunch

week in sequence.

• Pupils tell special events in Use analogue and dinner

Malaysia and when they are digital clocks. go to school

celebrated. today, tomorrow

e.g. Teacher’s Day Emphasise the yesterday,

Merdeka Day difference between day after,

New Year the hour hand and day before

Hari Raya the minute hand. Monday

Deepavali Tuesday

Harvest Day Wednesday

Thursday

Friday

Saturday

Sunday

32

Topic: TIME

Learning Area: Introduction to Time

OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTE

taught to:

• Pupils tell and write time. iv. Name the months of January

e.g. the year in sequence. February

March

11 12 1 v. Read and write time April

10 2

9 3 to the hour. May

8 4 June

7 6 5 10:00 July

August

7 o’clock 10 o’clock September

(seven o’clock) (ten o’clock) October

November

December

33

Topic: SHAPE AND SPACE

Learning Area: Three-Dimensional Shapes (3-D Shapes)

OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTE

taught to:

1. Understand • Pupils identify solid shapes in i. Name solid shapes. Informal shape

and use the real life such as; around the classification and solid

vocabulary school and in the classroom. pupils able to edge

related to articulate (say) the face

3-D shapes. • Pupils build models using one reasons for straight

type of solid shape and in classification. curve

combination with other solid corner

shapes using readily available cube

solid shapes, match boxes, cuboid

cans, playdough and plasticine. cone

cylinder

pyramid

sphere

2. Describe and • Identify a covered solid shape i. Describe features of Exclude technical make

classify by sense of feeling. solid shapes. terms. build

common draw

3-D shapes. • Computer software can be ii. Sort solid shapes.

used to draw and make three

dimensional designs.

iii. Make models. Limit to joining 3-D

shapes.

34

Topic: SHAPE AND SPACE

Learning Area: Two-Dimensional Shapes (2-D Shapes)

OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTE

taught to:

1. Understand • Pupils sort, name, colour i. Name two-dimensional Encourage pupils square

and use the and trace flat shapes. shapes. to form creative triangle

vocabulary designs. circle

related to • Pupils match flat shapes rectangle

2-D shapes. with names. star

side

face

2. Describe and • Pupils talk about the shapes i. Describe features of Exclude technical corner

classify and patterns on curtains, two-dimensional terms. flat

common clothes etc. shapes. smooth

2-D shapes.

• Pupils cut flat shapes and ii. Sort two-dimensional Based on the same

use it to make designs. shapes. shapes but of

e.g. different colour and

a. Use squares and size.

rectangles to make a man.

b. Arrange triangles to form iii. Make designs with Limit to joining cut-

any pattern. two-dimensional out 2-D or 3-D

shapes. shapes.

• Computer software may be

used to draw and make two-

dimensional designs.

35

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