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Hsp maths y1

1. 1. MINISTRY OF EDUCATION MALAYSIAIntegrated Curriculum for Primary Schools Curriculum Specifications MATHEMATICS YEAR 1 Curriculum Development Centre Ministry of Education Malaysia 2002
2. 2. Topic: WHOLE NUMBERSLearning Area: Numbers 0 to 10 LEARNING SUGGESTED TEACHING & LEARNING POINTS VOCABULARY OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTEPupils will be Pupils will be able to: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
3. 3. Topic: WHOLE NUMBERSLearning Area: Numbers 0 to 10 LEARNING SUGGESTED TEACHING & LEARNING POINTS VOCABULARYOBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTEPupils will be Pupils will be able to:taught to: • Pupils recite the sequence; The purpose of 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?” Check for accuracy. 2
4. 4. Topic: WHOLE NUMBERSLearning Area: Numbers 0 to 10 LEARNING SUGGESTED TEACHING & LEARNING POINTS VOCABULARYOBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTEPupils will be Pupils will be able to: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. • Pupils read and spell number words one to nine. • Pupils match numerals with number words. Emphasise the correct technique of writing numerals. 3
5. 5. Topic: WHOLE NUMBERSLearning Area: Numbers 0 to 10 LEARNING SUGGESTED TEACHING & LEARNING POINTS VOCABULARY OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTEPupils will be Pupils will be able to: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
6. 6. Topic: WHOLE NUMBERSLearning Area: Numbers 0 to 10 LEARNING SUGGESTED TEACHING & LEARNING POINTS VOCABULARYOBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTEPupils will be Pupils will be able to: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
7. 7. Topic: WHOLE NUMBERSLearning Area: Numbers 0 to 10 LEARNING SUGGESTED TEACHING & LEARNING POINTS VOCABULARY OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTEPupils will be Pupils will be able to: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
8. 8. Topic: WHOLE NUMBERSLearning Area: Numbers 0 to 10 LEARNING SUGGESTED TEACHING & LEARNING POINTS VOCABULARY OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTEPupils will be Pupils will be able to: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. • Pupils read and spell number 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
9. 9. Topic: WHOLE NUMBERSLearning Area: Numbers 0 to 10 LEARNING SUGGESTED TEACHING & LEARNING POINTS VOCABULARY OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTEPupils will be Pupils will be able to: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
10. 10. Topic: WHOLE NUMBERSLearning Area: Numbers 0 to 10 LEARNING SUGGESTED TEACHING & LEARNING POINTS VOCABULARYOBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTEPupils will be Pupils will be able to: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
11. 11. Topic: WHOLE NUMBERSLearning Area: Addition with the Highest Total of 10 LEARNING SUGGESTED TEACHING & LEARNING POINTS VOCABULARYOBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTEPupils will be Pupils will be able to: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
12. 12. Topic: WHOLE NUMBERSLearning Area: Addition with the Highest Total of 10 LEARNING SUGGESTED TEACHING & LEARNING POINTS VOCABULARYOBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTEPupils will be Pupils will be able to: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
13. 13. Topic: WHOLE NUMBERSLearning Area: Addition with the Highest Total of 10 LEARNING SUGGESTED TEACHING & LEARNING POINTS VOCABULARYOBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTEPupils will be Pupils will be able to: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 Try with other numbers. • 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
14. 14. Topic: WHOLE NUMBERS Learning Area: Addition with the Highest Total of 10 LEARNING SUGGESTED TEACHING & LEARNING POINTS VOCABULARY OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTE Pupils will be Pupils will be able to: 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. e.g Siti buys 5 eggs. How Addition involves 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
15. 15. Topic: WHOLE NUMBERSLearning Area: Subtraction within the Range of 10 LEARNING SUGGESTED TEACHING & LEARNING POINTS VOCABULARY OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTEPupils will be Pupils will be able to: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
16. 16. Topic: WHOLE NUMBERSLearning Area: Subtraction within the Range of 10 LEARNING SUGGESTED TEACHING & LEARNING POINTS VOCABULARYOBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTEPupils will be Pupils will be able to: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
17. 17. Topic: WHOLE NUMBERS Learning Area: Subtraction within the Range of 10 LEARNING SUGGESTED TEACHING & LEARNING POINTS VOCABULARY OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTE Pupils will be Pupils will be able to: 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
18. 18. Topic: WHOLE NUMBERSLearning Area: Numbers to 20 LEARNING SUGGESTED TEACHING & LEARNING POINTS VOCABULARYOBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTEPupils will be Pupils will be able to: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? group2. 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
19. 19. Topic: WHOLE NUMBERSLearning Area: Numbers to 20 LEARNING SUGGESTED TEACHING & LEARNING POINTS VOCABULARY OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTEPupils will be Pupils will be able to: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
20. 20. Topic: WHOLE NUMBERSLearning Area: Numbers to 20 LEARNING SUGGESTED TEACHING & LEARNING POINTS VOCABULARYOBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTEPupils will be Pupils will be able to: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. • Pupils count on from a c. count on from a given number. given number. e.g. Start with twelve. Hold it in your head. Count on to fifteen. Twelve, thirteen, fourteen, fifteen. • Pupils count back from a d. count back to a given number. given number. e.g. Count back four numbers from sixteen. Fifteen, fourteen, thirteen, twelve. 19
21. 21. Topic: WHOLE NUMBERSLearning Area: Numbers to 100 LEARNING SUGGESTED TEACHING & LEARNING POINTS VOCABULARY OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTEPupils will be Pupils will be able to: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
22. 22. Topic: WHOLE NUMBERSLearning Area: Numbers to 100 LEARNING SUGGESTED TEACHING & LEARNING POINTS VOCABULARY OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTEPupils will be Pupils will be able to: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
23. 23. Topic: WHOLE NUMBERSLearning Area: Numbers to 100 LEARNING SUGGESTED TEACHING & LEARNING POINTS VOCABULARY OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTEPupils will be Pupils will be able to: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 • Pupils count on and count b. count back in ones 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
24. 24. Topic: WHOLE NUMBERSLearning Area: Numbers to 100 LEARNING SUGGESTED TEACHING & LEARNING POINTS VOCABULARYOBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTEPupils will be Pupils will be able to:taught to: • Fill in the missing numbers on a hundred grid or number line. • Complete series of numbers. 23
25. 25. Topic: WHOLE NUMBERSLearning Area: Numbers to 100 LEARNING SUGGESTED TEACHING & LEARNING POINTS VOCABULARY OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTEPupils will be Pupils will be able to: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
26. 26. Topic: WHOLE NUMBERSLearning Area: Numbers to 100 LEARNING SUGGESTED TEACHING & LEARNING POINTS VOCABULARYOBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTEPupils will be Pupils will be able to: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? e.g. What is the number of the third house from the right? 2 4 6 8 25
27. 27. Topic: WHOLE NUMBERSLearning Area: Addition with the Highest Total of 18 LEARNING SUGGESTED TEACHING & LEARNING POINTS VOCABULARY OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTEPupils will be Pupils will be able to: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 • Write the number sentence for addition: e.g. 8 + 7= 15 Repeat with different numbers. 26
28. 28. Topic: WHOLE NUMBERSLearning Area: Addition with the Highest Total of 18 LEARNING SUGGESTED TEACHING & LEARNING POINTS VOCABULARY OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTEPupils will be Pupils will be able to: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 facts4. 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
29. 29. Topic: WHOLE NUMBERSLearning Area: Subtraction within the Range of 18 LEARNING SUGGESTED TEACHING & LEARNING POINTS VOCABULARY OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTEPupils will be Pupils will be able to: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
30. 30. Topic: WHOLE NUMBERSLearning Area: Subtraction within the Range of 18 LEARNING SUGGESTED TEACHING & LEARNING POINTS VOCABULARY OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTEPupils will be Pupils will be able to: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
31. 31. Topic: WHOLE NUMBERSLearning Area: Subtraction within the Range of 18 LEARNING SUGGESTED TEACHING & LEARNING POINTS VOCABULARY OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTEPupils will be Pupils will be able to: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
32. 32. Topic: MONEYLearning Area: Money to RM10 LEARNING SUGGESTED TEACHING & LEARNING POINTS VOCABULARY OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTEPupils will be Pupils will be able to: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
33. 33. Topic: TIMELearning Area: Introduction to Time LEARNING SUGGESTED TEACHING & LEARNING POINTS VOCABULARY OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTEPupils will be Pupils will be able to: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
34. 34. Topic: TIMELearning Area: Introduction to Time LEARNING SUGGESTED TEACHING & LEARNING POINTS VOCABULARYOBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTEPupils will be Pupils will be able to: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
35. 35. Topic: SHAPE AND SPACELearning Area: Three-Dimensional Shapes (3-D Shapes) LEARNING SUGGESTED TEACHING & LEARNING POINTS VOCABULARY OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTEPupils will be Pupils will be able to: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 sphere2. 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
36. 36. Topic: SHAPE AND SPACELearning Area: Two-Dimensional Shapes (2-D Shapes) LEARNING SUGGESTED TEACHING & LEARNING POINTS VOCABULARY OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTEPupils will be Pupils will be able to: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 face2. 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