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YEARLY SCHEME 0F WORK YEAR 6 (2011) WEEK TOPIC LEARNING AREA LEARNING OBJECTIVES LEARNING OUTCOMES Pupils will SUGGESTED TEACHING AND LEARNING Pupils will be taught to : be able to : ACTIVITIES 1. Develop number sense up Name and write numbers up to seven • Teacher pose numbers in numerals, pupils 1.Whole 1. Number up to to seven digits. digits. 1 Numbers seven digits name the respective numbers and write the number words. • Teacher says the number names and pupils (3-4 show the numbers using the calculator or the Jan ) abacus, then, pupils write the numerals. 1) Provide suitable number line scales and ask pupils to mark the positions that represent a set of given numbers. • Given a set of numbers, pupils represent each Determine the place value of the digits number using the number base blocks or the in any whole number of up to seven abacus. Pupils then state the place value of digits. every digit of the given number. 2 Express whole numbers in(7 - 11 a) decimalsJan ) b) fractions of a million and vice versa. • Given a set of numerals, pupils compare and Compare number values up to seven arrange the numbers in ascending then digits descending order. Round off numbers to the nearest tens, hundreds, thousands, ten thousands, hundred thousands and millions. 2. Basic operations 2. Add, subtract, multiply and (i) Add any two to five numbers to • Pupils practice addition, subtraction, 3 1.Whole with numbers up to divide numbers involving 9 999 999. multiplication and division using the four-step Numbers seven digits numbers up to seven digits. algorithm of (14-18 1. Estimate the solution. Jan )
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2. Arrange the numbers involved according to place values. 3. Perform the operation. 4. Check the reasonableness of the answer. 4 (ii) Subtract (21-25 c) one number from a bigger Jan ) number less than 10 000 000 d) successively from a bigger number less than 10 000 000. 5 (iii) Multiply up to six-digit numbers with(28 Jan a) a one-digit number-1 Feb ) b) a two-digit number c) 10, 100 and 1000. 6 (iv) Divide numbers of up to seven digits by (4 - 6 Feb ) a) a one-digit number b)10, 100 and 1000 c) two-digit number. 7 (11-15 (v) Solve problems Feb) • Pose to pupils problems in numerical form, a) addition, simple sentences, tables and pictures. • Pupils create stories from given number b) subtraction, sentences. c) multiplication, • Teacher guides pupils to solve problems
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d) division following Polya’s four-step model of 8 involving numbers up to seven 1. Understanding the problem digits. 2. Devising a plan(18-22 3. Implementing the plan Feb ) 4. Looking back. 3. Mixed operations 3. Perform mixed operations (i) Compute mixed operations • Explain to pupils the conceptual model of 1.Whole with numbers up to with whole numbers. problems involving addition and mixed operations then connect the concept 9 Numbers seven digits multiplication. with the procedures of performing operations according to the order of operations.(25-29 Feb ) (ii) Compute mixed operations • Teacher pose problems verbally, i.e., in the problems involving subtraction numerical form or simple sentences. and division.Monthly Test (iii) Compute mixed operations • Teacher guides pupils to solve problems problems involving brackets. following Polya’s four-step model of10 1) 2) Understanding the problem Devising a plan(3-7 3) Implementing the planMar ) 4) Looking back. (iv) Solve problems involving mixed operations on numbers of up to seven digits. 2. Fractions 1. Addition of 1. Add three mixed numbers (i) Add three mixed numbers with • Demonstrate addition of mixed numbers fractions with denominators of up to the same denominator of up to through 10. 10. 2) paper folding activities 3) fraction charts11 4) diagrams 5) number lines(17-21 Mar ) 6) multiplication tables (ii) Add three mixed numbers with • Pupils create stories from given number different denominators of up to sentences involving mixed numbers. 10. (iii) Solve problems involving • Teacher guides pupils to solve problems addition of mixed numbers. following Polya’s four-step model of
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1. Understanding the problem 2. Devising a plan 3. Implementing the plan 4. Looking back. 2. Fractions 2. Subtract of 2. Subtract mixed (i) Subtract involving three mixed • Demonstrate subtraction of mixed numbers fractions numbers with numbers with the same through denominators of up to denominator of up to 10.12 10. 1. 2. paper holding activities fractions charts(24-28 3. diagrams Mar) 4. number lines 5. multiplication tables (ii) Subtract involving three mixed • Pupils create stories from given number numbers with different sentences involving mixed numbers denominators of up to 10. (iii) Solve problems involving • Pose to pupils, problems in the real context in subtraction of mixed numbers. the form of 1. words, 2. tables, 3. pictorials. 2. Fractions 3. Multiplication of 3. Multiply any mixed numbers (i) Multiply mixed numbers with a • Use materials such as the hundred squares to fractions with a whole numbers up to whole number. model multiplication of mixed numbers. For 1000. example, 2 1 2 ×100 =?13 (30Mar-4Apr ) • Present calculation in clear and organised steps.
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5 2 2 × 100 = 1 × 100 2 5 = × 50 1 = 250 2. Fractions 4. Division of 4. Divide fractions with a (i) Divide fractions with • Teacher models the division of fraction with fractions whole number and a fraction. another fraction as sharing. The following a) a whole number illustrations demonstrate this idea… 1 2 ÷ 2 =1 1 b) a fraction. Half a vessel of liquid poured into a half-vessel makes one full half-vessel.14 1(7-11 3Apr ) 4 1 2 1 4 0 (ii) Divide mixed numbers with 1 2 ÷4 =2 1 a) a whole number Half a vessel of liquid poured into a quarter- vessel makes two full quarter-vessels. b) a fraction 1 3 4 1 2 1 4 0 3. Decimals 1. Mixed operations 1. Perform mixed operations (i) Add and subtract three to four • Pupils add and/or subtract three to four with decimals of addition and subtraction of decimal numbers of up to 3 decimal numbers in parts, i.e. by performing decimals of up to 3 decimal decimal places, involving one operation at a time in the order of left to 15 places. a) decimal numbers only right. Calculation steps are expressed in the vertical form.( 14-18 Apr) b) whole numbers and decimal numbers • The abacus may be used to verify the accuracy of the result of the calculation.
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4. Percentage 1. Relationship 1. Relate fractions and (i) Convert mixed numbers to • Use the hundred-squares to model conversion between decimals to percentage percentage. of mixed numbers to percentage. For example, percentage, fraction and decimal convert 3 1 10 to percentage.16(21-25 Apr) 100 3 30 1= = 100 10 100 100% 30% (ii) Convert decimal numbers of value more than 1 to percentage • The shaded parts represent 130% of the hundred-squares. 4. Percentage 1. Relationship 1. Relate fractions and (iii) Find the value for a given • Demonstrate the concept of percentage of a between decimals to percentage percentage of a quantity. quantity using the hundred-squares or multi- percentage, fraction based blocks.17 and decimal (28Apr-2May) The shaded parts of the two hundred-squares is 128% of 100. • Guide pupils to find the value for percentage of a quantity through some examples, such as 45% of 10 450 ×10 = 45 100 17 4. Percentage 1. Relationship 1. Relate fractions and (iv) Solve problems in real context • Pupils create stories from given percentage of (28 between decimals to percentage involving relationships between a quantity.Apr-2 percentage, fraction percentage, fractions and and decimal decimals. • Pose to pupils, situational problems in the formMay) of words, tables and pictorials. 5. Money 1. Money up to 1. Use and apply number (i) Perform mixed operations with • Provide to pupils a situation involving money RM10 million sense in real context money up to a value of RM10 where mixed operations need to be performed.18 involving money. million. Then, demonstrate how the situation is transformed to a number sentence of mixed(5-9 operations.May)
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• Pupils solve mixed operations involving money in the usual proper manner by writing number sentences in the vertical form. 5. Money 1. Money up to 1. Use and apply number (ii) Solve problems in real context • Pose problems involving money in numerical RM10 million sense in real context involving computation of money. form, simple sentences, tables or pictures. involving money. • Teacher guides pupils to solve problems18 following Polya’s four-step model of 1. Understanding the problem (5-9 2. Devising a plan May 3. Implementing the plan 4. Looking back. 6. Time 1. Duration 1. Use and apply knowledge (i) Calculate • Pupils find the duration from the start to the of time to find the duration. the duration of an event in end of an event from a given situation with the between aid of the calendar, schedules and number19 a) months lines.(12-16 b) years May ) c) dates. (ii) Compute time period from situations expressed in fractions of duration. 6. Time 1. Duration 1. Use and apply knowledge (iii) Solve problem in real context • Pose problems involving computation of time of time to find the duration. involving computation of time in numerical form, simple sentences, tables or20 duration. pictures. • Teacher guides pupils to solve problems(20-23 following Polya’s four-step model of May ) 1. Understanding the problemEXAM 2. Devising a plan 3. Implementing the plan 4. Looking back. 7. Length 1. Computation of 1. Use and apply fractional (i) Compute length from a situation • Use scaled number lines or paper strips to length computation to problems expressed in fraction. model situations expressed in fractions. involving length.21 1 2 of 4 km.(9-13Jun )
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1 2 km 0 1 2 3 4 7. Length 1. Computation of 1. Use and apply fractional (ii) Solve problem in real context • Pose problems involving computation of length length computation to problems involving computation of length. in numerical form, simple sentences, tables or involving length. pictures.21 • Teacher guides pupils to solve problems following Polya’s four-step model of 1. Understanding the problem(9-13Jun ) 2. Devising a plan 3. Implementing the plan 4. Looking back. 8. Mass 1. Computation of 1. Use and apply fractional (i) Compute mass from a situation • Use the spring balance, weights and an mass computation to problems expressed in fraction. improvised fractional scale to verify involving mass. computations of mass. 022 1 4(16-20 1 Jun ) 2 50 g 3 4 1 100 g 8. Mass 1. Computation of 1. Use and apply fractional (ii) Solve problem in real context • Pose problems involving computation of mass mass computation to problems involving computation of mass. in numerical form, simple sentences, tables or involving mass. pictures.22 • Teacher guides pupils to solve problems following Polya’s four-step model of(16-20 1. Understanding the problem Jun ) 2. Devising a plan 3. Implementing the plan 4. Looking back. 0 9. Volume of 1. Computation of 1. Use and apply fractional (i) Compute volume of liquid from a • Use the measuring cylinder and an improvised 1 liquid liquid computation to problems situation expressed in fraction 100 fractional scale to verify computations of23 involving volume of liquid. volumes of liquid. ml 2 4 1 3 4 25 ml 1
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(23-27 Jun ) • Pose problems involving volume of liquid in (ii) Solve problem in real context numerical form, simple sentences, tables or involving computation of volume pictures. of liquid.23 • Teacher guides pupils to solve problems following Polya’s four-step model of 1. Understanding the problem(23-27 Jun ) 2. Devising a plan 3. Implementing the plan 4. Looking back. 10. Shape 1. Two-dimensional 1. Find the perimeter and (i) Find the perimeter of a two- • Pupils construct two-dimensional composite and space shapes area of composite two- dimensional composite shape of shapes on the geo-board or graph paper.24 dimensional shapes. two or more quadrilaterals and triangles. Pupils then measure the perimeter of the shapes. • Teacher provides a two-dimensional composite(30 Jun shape with given dimensions. Pupils calculate –4 the perimeter of the shape. July) (ii) Find the area of a two- dimensional composite shape of • Pupils construct two-dimensional composite two or more quadrilaterals and shapes on the geo-board or graph paper. triangles. Pupils then find the area of the shapes. • Teacher provides a two-dimensional composite shape with given dimensions. Pupils calculate the area of the shape. 10. Shape 1. Two-dimensional 1. Find the perimeter and (iii) Solve problems in real contexts • Pose problems of finding perimeters and areas and space shapes area of composite two- involving calculation of perimeter of 2-D shapes in numerical form, simple25 dimensional shapes. and area of two-dimensional shapes. sentences, tables or pictures. • Teacher guides pupils to solve problems(7-11 following Polya’s four-step model ofJuly ) 1. Understanding the problem 2. Devising a plan 3. Implementing the plan 4. Looking back. 10. Shape 2. Three- 1. Find the surface area and (i) Find the surface area of a three- • Pupils draw net according to the given
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and space dimensional shapes volume of composite dimensional composite shape of measurements, cut out the shape and fold to 26 three-dimensional two or more cubes and cuboids. make a three-dimensional shape. Next, unfold shapes the shape and use the graph paper to find the area. Verify that the area is the surface area of the 3-D shape.(14-18 July ) • Teacher provides a three-dimensional composite shape with given dimensions. Pupils calculate the surface area of the shape. 10. Shape 2. Three- 1. Find the surface area and (ii) Find volume of a three- • Pupils construct three-dimensional composite and space dimensional shapes volume of composite dimensional composite shape of shapes using the Diene’s blocks. The volume 26 three-dimensional shapes two or more cubes and cuboids. in units of the block is determined by mere counting the number of blocks.(14-18 • Teacher provides a three-dimensional July composite shape with given dimensions. Pupils calculate the volume of the shape. 10. Shape 2. Three- 1. Find the surface area and (iii) Solve problems in real contexts • Pose problems of finding surface area and and space dimensional shapes volume of composite involving calculation of surface volume of 3-D shapes in numerical form, three-dimensional area and volume of three- simple sentences, tables or pictures. 27 shapes dimensional shapes. • Teacher guides pupils to solve problems following Polya’s four-step model of(21-25 1) Understanding the problem July ) 2) Devising a plan 3) Implementing the plan 4) Looking back. 11. Data 1. Average 1. Understand and compute (i) Calculate the average of up to • Arrange four stacks of coins as in the diagram Handling average. five numbers. below. Pupils tabulate the number of coins in each stack. Ask pupils what would be the 28 number of coins in each stack if the coins were evenly distributed. Pupils share among the class on how they arrive at the average number. (28July-1Ogos )Monthly Test • Teacher demonstrates how the average is calculated from a given set of data. 11. Data 1. Average 1. Understand and compute (ii) Solve problems in real contexts • Pose problems involving average in numerical Handling average. involving average. form, simple sentences, tables or pictures. • Teacher guides pupils to solve problems
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following Polya’s four-step model of29 1) Understanding the problem 2) Devising a plan (4-8Ogos ) 3) Implementing the plan 4) Looking back. 11. Data 2. Organising and 1. Organise and interpret • Teacher prepares some templates in the form30 Handling interpreting data data from tables and chrts. (i) Construct a pie chart from a given set of data. of circular fraction charts and a suitable data set. Teacher then guides pupils to select the right template to begin constructing the pie( 11-15 chartOgos ) Circular Fraction Chart Templates 11. Data 2. Organising and 1. Organise and interpret (ii) Determine the frequency, mode, • Teacher provides a pie chart and guides pupils Handling interpreting data data from tables and range, mean, maximum and to extract information from the chart to 31 chrts. minimum value from a pie chart. construct a data table. Remind the meaning of frequency, mode, range, etc.(25-29 • Pupils discuss and present their findings andOgos ) understanding of charts and tables. Pra • The electronic spreadsheet may be used to aidUPSR the understanding of charts and tables. REVISION ( Exercises ) 32 - 36 UPSR / SECOND TERM EXAMINATION 37 - 40 MATHEMATICS ENGLISH READINES PROGRAMME 41 - 42
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