Este documento describe la evolución de la tecnología de las computadoras entre 1930 y 1958, cuando las primeras computadoras utilizaban bulbos de vacío y se programaban en lenguaje de máquina, y luego los transistores reemplazaron los bulbos permitiendo computadoras más pequeñas y eficientes que se programaban con lenguajes de alto nivel.
To create a NoodleTools account, go to the library website at www.nhslibrary.com, select NoodleTools under Databases, and click "Create a Personal ID." You then complete the registration information using the username "newhopelions" and can begin creating lists by clicking "Create a New List" and selecting a format and providing a description.
Este documento discute varios factores que afectan el diseño organizacional, incluyendo factores situacionales internos y externos, la dinámica del cambio organizacional, el impacto de la tecnología de la información, y la complejidad de la toma de decisiones en organizaciones. También describe el proceso de diseño organizacional y algunas preguntas clave a considerar como qué negocio se está en, qué se propone hacer la organización, quién hace qué, y cómo debe estructurarse y diseñarse la empresa.
Este documento describe la evolución de la tecnología de las computadoras entre 1930 y 1958, cuando las primeras computadoras utilizaban bulbos de vacío y se programaban en lenguaje de máquina, y luego los transistores reemplazaron los bulbos permitiendo computadoras más pequeñas y eficientes que se programaban con lenguajes de alto nivel.
To create a NoodleTools account, go to the library website at www.nhslibrary.com, select NoodleTools under Databases, and click "Create a Personal ID." You then complete the registration information using the username "newhopelions" and can begin creating lists by clicking "Create a New List" and selecting a format and providing a description.
Este documento discute varios factores que afectan el diseño organizacional, incluyendo factores situacionales internos y externos, la dinámica del cambio organizacional, el impacto de la tecnología de la información, y la complejidad de la toma de decisiones en organizaciones. También describe el proceso de diseño organizacional y algunas preguntas clave a considerar como qué negocio se está en, qué se propone hacer la organización, quién hace qué, y cómo debe estructurarse y diseñarse la empresa.
Este documento presenta la trayectoria académica y experiencia de Humberto Jaimes Vega como instructor del SENA y docente universitario. También describe algunas actividades a realizar en grupos como definir conceptos gerenciales clave y debatir sobre habilidades gerenciales deseables.
Esta poesía corta describe un lugar especial para el hablante, no en los montes ni en el mar, sino "en esta tierra llana, con puente y pinar, con almena y agua lenta", un lugar tranquilo donde se puede escuchar el vuelo aunque el sonido se pierda.
O documento resume o conteúdo de dois livros. O primeiro, "O Ateneu" de Raul Pompéia, é uma narrativa autobiográfica ambientada em 1888 que explora aspectos psicológicos de estudantes em um internato renomado no Rio de Janeiro. O segundo, "Relatos de Sonhos e Lutas" de Amilcar Neves, é uma coletânea de oito contos divididos em temas de sonho e luta, escritos na época da redemocratização brasileira entre 1982-1987.
The United States population is stratified into three main socioeconomic classes: 15% upper class, 63% middle class, and 22% lower class. Wealth is concentrated at the top, with the richest half percent holding 25% of the nation's wealth and the richest 13% holding over 90% of the wealth, while the poorest half of the population earns only 13% of the country's total income. Income and wages also vary greatly across economic classes, with CEOs making on average over $1,000 per hour compared to the average worker's $16.23 per hour.
O documento descreve os benefícios da leitura, como permitir que viajemos e aprendamos através das páginas de um livro e nos deixar entrar em novos mundos deixando para trás a realidade. A leitura é retratada como uma atividade prazerosa que enriquece o leitor.
Si è tenuto lo scorso 11 ottobre il Convegno di presentazione del IX Rapporto ISPRA “Qualità dell’ambiente urbano”, in occasione del quale è stata annunciata la Conferenza del Sistema Nazionale per la Protezione dell’Ambiente in programma per l’anno prossimo. Frutto del lavoro coordinato e condiviso dall’intero Sistema Agenziale ARPA/APPA, e della collaborazione con Enti e Istituti di livello nazionale, l’edizione 2013 del Rapporto ISPRA sulle aree urbane presenta i dati relativi alle principali tematiche ambientali in 60 Comuni capoluogo di provincia, con l’obiettivo di divulgare la migliore informazione ambientale disponibile a livello nazionale.
http://www.isprambiente.gov.it/it/events/ix-rapporto-ispra-201cqualita-dell2019ambiente-urbano201d-edizione-2013
http://www.isprambiente.gov.it/files/pubblicazioni/statoambiente/stato_ambiente_45_2013.pdf
A inauguração da Exposição Fish Parade contou com a presença do Chef Henrique Sá Pessoa, da Delegada de Saúde e do representante do Presidente da Câmara Municipal. A exposição consiste em 20 peixes decorados pelos alunos do Agrupamento em fibra de vidro. As peças foram selecionadas de trabalhos anteriores dos alunos em diferentes áreas curriculares.
Creating an Online Marketing Strategy for Real EstateCKG International
This document outlines steps for developing a successful online marketing strategy. It recommends having a total online strategy that goes beyond just a website, including blogging, social media like Facebook and video platforms, and email marketing. Specific tips include segmenting Facebook friends and using ads, customizing profiles and pages, engaging and educating audiences, and automating content distribution. The goal is to build an online marketing hub across multiple channels.
The document contains 9 science questions about various science topics for UPSR examination preparation. Each question includes empty tables to record observations, inferences and conclusions about science experiments or phenomena like evaporation rate, phases of the moon, constellations visibility, plant competition and more. The questions are in Malay and include diagrams or tables to analyze.
This 3 page document appears to have been scanned by CamScanner, a mobile scanning application. No other textual or visual information is provided in the document, as the entire content is the watermark "Scanned by CamScanner" repeated on each page. The document does not contain any summaries content beyond indicating it was created using a mobile scanning app.
This 3 page document appears to have been scanned by CamScanner, a mobile scanning application. No other textual or visual information could be discerned from the document, as the pages are blank except for the text "Scanned by CamScanner" repeated on each page.
This 3 page document appears to have been scanned by CamScanner, a mobile scanning application. No other textual or visual information could be discerned from the document, as the pages are blank except for the text "Scanned by CamScanner" repeated on each page.
The document appears to be fragments from a mathematics exam for 6th grade students. It includes word problems, diagrams, tables, and questions on topics like fractions, time, volume, percentages, and money. The document tests students' ability to perform calculations and extract relevant information from provided contexts to solve quantitative problems.
The document appears to be sections from a mathematics textbook or workbook in Malay. It contains diagrams, word problems, and questions in Malay about topics such as addition, subtraction, fractions, time, geometry, percentages, and data representation. Specific details mentioned include the total price of some books, calculations with fractions like 7/41.27, properties of cubes, conversions between units like milliliters, averages, and time written in 12-hour and 24-hour formats.
Este documento presenta la trayectoria académica y experiencia de Humberto Jaimes Vega como instructor del SENA y docente universitario. También describe algunas actividades a realizar en grupos como definir conceptos gerenciales clave y debatir sobre habilidades gerenciales deseables.
Esta poesía corta describe un lugar especial para el hablante, no en los montes ni en el mar, sino "en esta tierra llana, con puente y pinar, con almena y agua lenta", un lugar tranquilo donde se puede escuchar el vuelo aunque el sonido se pierda.
O documento resume o conteúdo de dois livros. O primeiro, "O Ateneu" de Raul Pompéia, é uma narrativa autobiográfica ambientada em 1888 que explora aspectos psicológicos de estudantes em um internato renomado no Rio de Janeiro. O segundo, "Relatos de Sonhos e Lutas" de Amilcar Neves, é uma coletânea de oito contos divididos em temas de sonho e luta, escritos na época da redemocratização brasileira entre 1982-1987.
The United States population is stratified into three main socioeconomic classes: 15% upper class, 63% middle class, and 22% lower class. Wealth is concentrated at the top, with the richest half percent holding 25% of the nation's wealth and the richest 13% holding over 90% of the wealth, while the poorest half of the population earns only 13% of the country's total income. Income and wages also vary greatly across economic classes, with CEOs making on average over $1,000 per hour compared to the average worker's $16.23 per hour.
O documento descreve os benefícios da leitura, como permitir que viajemos e aprendamos através das páginas de um livro e nos deixar entrar em novos mundos deixando para trás a realidade. A leitura é retratada como uma atividade prazerosa que enriquece o leitor.
Si è tenuto lo scorso 11 ottobre il Convegno di presentazione del IX Rapporto ISPRA “Qualità dell’ambiente urbano”, in occasione del quale è stata annunciata la Conferenza del Sistema Nazionale per la Protezione dell’Ambiente in programma per l’anno prossimo. Frutto del lavoro coordinato e condiviso dall’intero Sistema Agenziale ARPA/APPA, e della collaborazione con Enti e Istituti di livello nazionale, l’edizione 2013 del Rapporto ISPRA sulle aree urbane presenta i dati relativi alle principali tematiche ambientali in 60 Comuni capoluogo di provincia, con l’obiettivo di divulgare la migliore informazione ambientale disponibile a livello nazionale.
http://www.isprambiente.gov.it/it/events/ix-rapporto-ispra-201cqualita-dell2019ambiente-urbano201d-edizione-2013
http://www.isprambiente.gov.it/files/pubblicazioni/statoambiente/stato_ambiente_45_2013.pdf
A inauguração da Exposição Fish Parade contou com a presença do Chef Henrique Sá Pessoa, da Delegada de Saúde e do representante do Presidente da Câmara Municipal. A exposição consiste em 20 peixes decorados pelos alunos do Agrupamento em fibra de vidro. As peças foram selecionadas de trabalhos anteriores dos alunos em diferentes áreas curriculares.
Creating an Online Marketing Strategy for Real EstateCKG International
This document outlines steps for developing a successful online marketing strategy. It recommends having a total online strategy that goes beyond just a website, including blogging, social media like Facebook and video platforms, and email marketing. Specific tips include segmenting Facebook friends and using ads, customizing profiles and pages, engaging and educating audiences, and automating content distribution. The goal is to build an online marketing hub across multiple channels.
The document contains 9 science questions about various science topics for UPSR examination preparation. Each question includes empty tables to record observations, inferences and conclusions about science experiments or phenomena like evaporation rate, phases of the moon, constellations visibility, plant competition and more. The questions are in Malay and include diagrams or tables to analyze.
This 3 page document appears to have been scanned by CamScanner, a mobile scanning application. No other textual or visual information is provided in the document, as the entire content is the watermark "Scanned by CamScanner" repeated on each page. The document does not contain any summaries content beyond indicating it was created using a mobile scanning app.
This 3 page document appears to have been scanned by CamScanner, a mobile scanning application. No other textual or visual information could be discerned from the document, as the pages are blank except for the text "Scanned by CamScanner" repeated on each page.
This 3 page document appears to have been scanned by CamScanner, a mobile scanning application. No other textual or visual information could be discerned from the document, as the pages are blank except for the text "Scanned by CamScanner" repeated on each page.
The document appears to be fragments from a mathematics exam for 6th grade students. It includes word problems, diagrams, tables, and questions on topics like fractions, time, volume, percentages, and money. The document tests students' ability to perform calculations and extract relevant information from provided contexts to solve quantitative problems.
The document appears to be sections from a mathematics textbook or workbook in Malay. It contains diagrams, word problems, and questions in Malay about topics such as addition, subtraction, fractions, time, geometry, percentages, and data representation. Specific details mentioned include the total price of some books, calculations with fractions like 7/41.27, properties of cubes, conversions between units like milliliters, averages, and time written in 12-hour and 24-hour formats.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow and levels of neurotransmitters and endorphins which elevate and stabilize mood.
Pemerintah Indonesia berencana memperluas program vaksinasi COVID-19 ke seluruh provinsi. Targetnya, vaksinasi bisa mencakup seluruh warga Indonesia hingga akhir 2022. Hal ini penting untuk mencapai kekebalan komunitas dan memutus mata rantai penyebaran virus.
1. Modul Bestari Matematik UPSR
JPNS 2011
UNIT 9
VOLUME OF LIQUID
Objective Questions
1. Convert 4 055 mℓ to ℓ .
Tukarkan 4 055 mℓ kepada ℓ.
A 4.005 ℓ
B 4.050 ℓ
C 4.055 ℓ
D 4.5 ℓ
2. How many litres are there in 9 220 mℓ?
Berapa literkah yang ada dalam 9 220 mℓ?
A 0.0922
B 0.922
C 9.22
D 922
3. 780 mℓ = _____ℓ
A 0.078 ℓ
B 0.78 ℓ
C 7.08 ℓ
D 7.80 ℓ
4. Convert 5 600 mℓ to ℓ and mℓ.
Tukarkan 5 600 mℓ kepada ℓ dan mℓ.
A 5 ℓ 6 mℓ
B 5 ℓ 60 mℓ
C 5 ℓ 600 mℓ
D 5 ℓ 606 mℓ
5. 5 250 mℓ + 280 mℓ = _________ ℓ
A 5.530
B 8.080
C 5530
D 8080
6. 7.4 ℓ + 0.88 ℓ = __________mℓ
A 152
B 82.8
C 828
D 8280
Unit 9 Volume of Liquid Page 235
2. Modul Bestari Matematik UPSR
JPNS 2011
7. Subtract ℓ from 8.565 ℓ.
A 7.513 ℓ
B 7.815 ℓ
C 8.255 ℓ
D 8.531 ℓ
8. The volume of a bottle of milk is 1 500 mℓ. Kumaran bought 6 litres of milk. How many
bottles of milk did he buy?
Isi padu sebotol susu adalah 1 500 mℓ. Kumaran membeli 6 liter susu. Berapa botolkah
susu yang telah dia beli ?
A 1
B 2
C 3
D 4
9. 8 ℓ 610 mℓ ÷ 7 =
A 12.3 mℓ
B 123 mℓ
C 1.23 ℓ
D 12.3 ℓ
10. Table 1 shows the volumes of two different containers.
Jadual 1 menunjukkan isi padu di dalam dua bekas yang berlainan.
Container Volume
Bekas Isi padu
X 1 680 mℓ
Y 1.050 ℓ
Table 1
Jadual 1
Find the difference in the volumes of the containers.
Carikan perbezaan isi padu kedua-dua bekas tersebut.
A 650 mℓ
B 640 mℓ
C 630 mℓ
D 620 mℓ
11. Diagram 1 shows a beaker filled with some water.
Unit 9 Volume of Liquid Page 236
3. Modul Bestari Matematik UPSR
JPNS 2011
Rajah 1 menunjukkan sebuah bikar yang diisi dengan sedikit air.
Diagram 1
Rajah 1
The volume of water in the beaker is
Isi padu air di dalam bikar itu ialah
A 0.4 ℓ
B 0.5 ℓ
C ℓ
D ℓ
12. Which of the following is correct?
Antara yang berikut, yang manakah benar?
A 608 mℓ = 6.08 ℓ
B 6 080 mℓ = 6.8 ℓ
C 608 mℓ = 0.608 ℓ
D 6 080 mℓ = 60.8 ℓ
13. 5.8 ℓ =
A 5 ℓ 8 mℓ
B 5 ℓ 80 mℓ
C 5 ℓ 800 mℓ
D 50 ℓ 80 mℓ
14. How many litres are there in 6 200 mℓ?
Berapa literkah yang ada dalam 6 200 mℓ?
A 0.062
B 0.62
C 6.2
D 62
15. 1.41 ℓ + 3.381 ℓ
A 2.419 ℓ
Unit 9 Volume of Liquid Page 237
4. Modul Bestari Matematik UPSR
JPNS 2011
B 3.591 ℓ
C 4.101 ℓ
D 4.791 ℓ
16. Subtract 460 mℓ from 7.3 ℓ.
Tolakkan 460 mℓ daripada 7.3 ℓ.
A 6 840 ℓ
B 984 ℓ
C 68.4 ℓ
D 6.84 ℓ
17. 4.09 ℓ× 12 =
A 49 080 mℓ
B 46 180 mℓ
C 45 006 mℓ
D 44 998 mℓ
1
18. 5 ℓ - 3.75 ℓ =
2
A 1350 mℓ
B 1370 mℓ
C 1450 mℓ
D 1750 mℓ
19. 12. 58 ℓ – 6.75 ℓ =
A 5 ℓ 308 mℓ
B 5 ℓ 830 mℓ
C 6 ℓ 240 mℓ
D 6 ℓ 708 mℓ
20. Each glass can hold 550 mℓ of water. Find the total volume, in ℓ, of water in 25 glasses.
Setiap gelas boleh menampung 550 mℓ air. Cari jumlah isi padu, dalam ℓ, air di dalam
25 biji gelas.
A 12.40
Unit 9 Volume of Liquid Page 238
5. Modul Bestari Matematik UPSR
JPNS 2011
B 12.95
C 13.40
D 13.75
1
21. Diagram 21 shows an empty container. The container can be filled up with 5 ℓ of water
4
1
Rajah 21 menunjukkan sebuah bekas kosong. Bekas itu boleh diisi penuh dengan 5 ℓ
4
air.
Diagram 21
Rajah 21
Basri pours 3.3 ℓ of water into the container. Then Susan pours 860 mℓ of water into the
container. How much more water, in mℓ, is needed to fill up the container?
Basri menuang 3.3 ℓ air ke dalam bekas itu. Kemudian Susan menuang 860 mℓ air ke
dalam bekas itu. Berapakah isi padu, dalam mℓ, air yang perlu diisi lagi supaya bekas
itu penuh?
A 1090
B 1135
C 3835
D 4060
22. Which of the following is correct?
Antara berikut, yang manakah benar?
A 2.9 ℓ × 100 = 29 000 mℓ
B 0.08 ℓ × 100 = 8 000 mℓ
C 0.143 ℓ × 1 000= 143 mℓ
D 1.237 ℓ × 1 000 = 1 237 mℓ
23. Diagram 23 shows two containers, M and N, filled with water.
Rajah 23 menunjukkan dua bekas, M dan N, yang berisi air.
Unit 9 Volume of Liquid Page 239
6. Modul Bestari Matematik UPSR
JPNS 2011
Diagram 23
Rajah 23
The total volume of water in containers M and N, is poured equally into 8 bottles. What
is the volume, in mℓ, of in water each bottle?
Jumlah isi padu air dalam bekas M dan bekas N dituang sama banyak ke dalam 8 biji
botol. Berapakah isi padu, dalam mℓ, air dalam setiap botol?
A 400
B 500
C 600
D 850
24. Which of the following is equal to 6.05 ℓ?
Antara berikut, yang manakah bersamaan dengan 6.05 ℓ?
A 6 050 mℓ
B 6 500 mℓ
C 6 ℓ 5 mℓ
D 6 ℓ 500 mℓ
25. 3 ℓ – 2 mℓ
A 1ℓ
B 2.98 ℓ
C 2.8 ℓ
D 2.998 ℓ
26. Diagram 26 shows two container, X and Y filled with water. X contains 4ℓ of water.
Rajah 26 menunjukkan dua bekas, X dan Y yang berisi air. X mengandungi 4 ℓ air.
Unit 9 Volume of Liquid Page 240
7. Modul Bestari Matematik UPSR
JPNS 2011
Diagram 26
Rajah 26
The water in X and Y are poured equally into 9 bottles. The volume of water in each
bottle is 1ℓ 350 mℓ.
What was the volume, in ℓ, of the water in Y?
Air dalam X dan Y dituang sama banyak ke dalam 9 biji botol. Isipadu air dalam setiap
botol ialah 1ℓ 350 mℓ.
Berapakah isi padu air, dalam ℓ, dalam Y?
A 7.15
B 8.15
C 11.75
D 12.11
27. Table 2 shows the amount of milk bought by Shanty.
Jadual 2 menunjukkan isi padu susu yang dibeli oleh Shanty.
Volume per bottle Number of bottles
Isi padu sebotol Bilangan botol
1.5ℓ 2
850 mℓ 3
300 mℓ 6
Table 2
Jadual 2
Find the volume, in ℓ, of milk bought her.
Cari jumlah isi padu, dalam ℓ, susu yang dibelinya.
A 4.65
B 6.40
C 7.35
D 8.00
28. 2.8 ℓ ÷ 8 =
Match the answer with the volume of water in the container.
Padankan jawapan dengan isi padu air di dalam bekas di bawah.
A B C D
Unit 9 Volume of Liquid Page 241
8. Modul Bestari Matematik UPSR
JPNS 2011
29. A jug contains 2.86 ℓ of milk. Syaza pours the milk into 6 bottles. Each bottle is filled
with 425 mℓ of milk. What is the volume, in mℓ, of milk remaining in the jug?
Sebuah jag mengandungi 2.86 ℓ susu. Syaza menuang susu itu ke dalam 6 biji botol.
Setiap botol diisi dengan 425 mℓ susu. Berapakah isi padu, dalam mℓ, baki susu di
dalam jag itu?
A 139
B 310
C 370
D 440
30. Fuad and his 3 friends share 2.976 ℓ of fresh milk equally. How many litres of milk does
each of them get?
Fuad dan 3 orang kawannya berkongsi 2.976 ℓ susu segar secara sama banyak. Berapa
liter susukah yang diperolehi setiap orang itu?
A 0.744
B 0.747
C 0.992
D 11.904
UNIT 9
VOLUME OF LIQUID
Subjective Questions
1. Diagram 1 below shows a beaker filled with some water.
Rajah 1 di bawah menunjukkan sebuah bikar yang diisi dengan sedikit air.
Diagram 1
Rajah 1
The volume of water in the beaker is
Isi padu air di dalam bikar itu ialah
Unit 9 Volume of Liquid Page 242
9. Modul Bestari Matematik UPSR
JPNS 2011
2. 5.8 =____ ____ m
3. Diagram 3 shows a beaker filled with water.
Rajah 3 menunjukkan sebuah bikar berisi air.
Diagram 3
Rajah 3
What is the volume, in m , of the water.
Apakah isi padu, dalam m , air itu?
4. Estimate the volume of liquid in container B.
Anggarkan isi padu cecair dalam bekas B.
A B
400 mℓ mℓ
Unit 9 Volume of Liquid Page 243
10. Modul Bestari Matematik UPSR
JPNS 2011
5. Convert ℓ to mℓ.
Tukarkan ℓ kepada mℓ.
6. Convert 4 035 mℓ to ℓ and mℓ.
Tukarkan 4 035 mℓ kepada ℓ dan mℓ.
7. Convert 5 750 mℓ to litres.
Tukarkan 5 750 mℓ kepada liter.
8. Convert 700 mℓ to a fraction in litre. Give the answer in the simplest form.
Tukarkan 700 mℓ kepada pecahan dalam liter. Beri jawapan dalam bentuk termudah.
Unit 9 Volume of Liquid Page 244
11. Modul Bestari Matematik UPSR
JPNS 2011
9. 3 699 mℓ= P ℓ Q mℓ
Find the value of P and of Q.
Cari nilai P dan Q.
10. 2 ℓ = ______ ℓ ______mℓ
11. Diagram 11 shows a beaker filled with some water.
Rajah 11 menunjukkan sebuah bikar yang diisi dengan sedikit air.
Diagram 11
Rajah 11
The volume of water in the beaker is
Isi padu air di dalam bikar itu ialah
Unit 9 Volume of Liquid Page 245
12. Modul Bestari Matematik UPSR
JPNS 2011
12. Diagram 12 shows two beaker filled with some water.
Rajah 12 menunjukkan dua buah bikar yang diisi dengan sedikit air.
P Q
600 mℓ
Diagram 12
Rajah 12
Estimate the volume of liquid in beaker P. Give your answer in mℓ.
Anggarkan isi padu cecair dalam bikar P. Berikan jawapan anda dalam mℓ.
13. Diagram 13 shows the volume of water in two beaker.
Rajah 13 menunjukkan isi padu air di dalam dua buah bikar.
Diagram 13
Rajah 13
Find the total volume of water in mℓ.
Cari jumlah isi padu air, dalam mℓ.
14. Diagram 14 shows the volume of water in a beaker.
Rajah 14 menunjukkan isi padu air di dalam sebuah bikar.
Diagram 14
Unit 9 Volume of Liquid Page 246
13. Modul Bestari Matematik UPSR
JPNS 2011
Rajah 14
What is the volume, in mℓ, of water in the beaker?
Berapakah isi padu, dalam mℓ, air di dalam bikar itu?
15. 3.85 ℓ + 689 mℓ = _________________ℓ
16. Calculate 2.94 ℓ ÷ 10. Give the answer in mℓ.
Hitung 2.94 ℓ ÷ 10. Berikan jawapan dalam mℓ.
17. Diagram 17 shows the amount of milk in a container.
Rajah 17 menunjukkan kandungan susu dalam sebuah bekas.
Diagram 17
Rajah 17
Alia drank 300 mℓ of the milk. Her brother drank 50 mℓ less than Alia. How much milk,
in mℓ, is left in the container?
Unit 9 Volume of Liquid Page 247
14. Modul Bestari Matematik UPSR
JPNS 2011
Alia minum 300 mℓ susu itu. Adiknya minum 50 mℓ kurang daripada Alia. Berapakah
baki, dalam mℓ, susu dalam bekas itu.
18. Diagram 18 shows the volume of water in two containers, R and S.
Rajah 18 menunjukkan isi padu air dalam dua buah bekas, R dan S.
Diagram 18
Rajah 18
1 1
of the water from container R and of the water from container S is poured out.
2 4
What is the total volume of water, in ℓ, poured out from both the container?
1 1
daripada air dalam bekas R dan daripada air dalam bekas S dituang keluar.
2 4
Berapakah jumlah isi padu air, dalam ℓ, yang dituang keluar daripada kedua –dua
bekas itu?
19. A farmer uses 16.425 ℓ of water for the plants every day. How many litres of wáter does
he use in 5 days?
Seorang petani menggunakan 16.425 ℓ air untuk menyiram tanaman setiap hari. Berapa
liter airkah yang digunakan olehnya dalam 5 hari?
Unit 9 Volume of Liquid Page 248
15. Modul Bestari Matematik UPSR
JPNS 2011
20. Table 20 shows the volumes of water in three containers R, S and T.
Jadual 20 di bawah menunjukkan isi padu air di dalam tiga buah bekas R, S dan T.
Table 20
Jadual 20
Calculate the total volume, in ℓ, of water in a container.
Hitung jumlah isi padu, dalam ℓ, air di dalam sebuah bekas.
21. 705 mℓ + mℓ = 2.04 ℓ
22. Calculate 494 mℓ 10. Give the answer in ℓ.
Hitung 494 mℓ 10. Beri jawapan dalam ℓ.
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23. There is 4ℓ of water in each bottle. How much water, in mℓ, is there in 12 bottles?
Terdapat 4 ℓ air di dalam setiap botol. Berapa banyakkah air, dalam mℓ, yang ada di
dalam 12 biji botol?
24. 2.4 ℓ + 1.6 ℓ + 1 ℓ 200 mℓ = _____________ℓ
25. 4 ℓ 160 mℓ – 2ℓ =__________ ℓ ___________mℓ
26. Jamilah boils 2.8 ℓ water every day. How much water does she boil in a week?
Jamilah memasak 2.8 ℓ air setiap hari. Berapa banyakkah air yang dia masak dalam
seminggu?
27. Find the sum of 6 ℓ, 1 567 mℓ and 3.09 ℓ. Give a answer in ℓ
Cari hasil tambah bagi 6 ℓ, 1 567 mℓ dan 3.09 ℓ. Berikan jawapan dalam ℓ.
28. Y mℓ × 8 = 38.96 ℓ
What is the value of Y?
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Apakah nilai Y?
29. Calculate 0.9 ℓ+ 240 mℓ. Give your answer in mℓ.
Hitungkan 0.9 ℓ + 240 mℓ. Berikan jawapan dalan mℓ.
30. Multiply 0.35 ℓ by 50. State your answer in mℓ.
Darabkan 0.35 ℓ dengan 50. Nyatakan jawapan anda dalam mℓ.
31. Convert 8.01ℓ to mℓ.
Tukarkan 8.01ℓ kepada mℓ.
32. 42 ℓ 200 mℓ = _______ ℓ
33. 452 mℓ + 1ℓ 997 mℓ = ______ℓ ______ mℓ
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39. A bottle cointains 1.3 ℓ of water. 20 mℓ of the water is spilt. Find the volume, in mℓ, of
water left in the bottle.
Sebiji botol berisi 1.3 ℓ air. 20 mℓ air itu telah tumpah. Cari isi padu, dalam mℓ, air yang
tinggal di dalam botol itu.
40. How many litres must be added to 6 545 mℓ to get 11.15 ℓ?
Berapakah liter yang mesti ditambahkan kepada 6 545 mℓ untuk mendapat 11.15 ℓ?
1 3
41. There is 3 ℓ of water in a bottle. Aaron pours 1 ℓ of water into the bottle.
2 4
Find the total volume of water, in ℓ and mℓ, in the bottle.
1 3
Terdapat 3 ℓ air di dalam sebuah botol. Aaron menuang 1 ℓ air lagi ke dalam
2 4
botol itu. Cari jumlah isi padu air, dalam ℓ dan mℓ, dalam botol itu.
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42. Diagram 42 shows the volume of water in a beaker.
Rajah 42 menunjukkan isi padu air di dalam sebuah bikar.
Diagram 42
Rajah 42
The water from the beaker is poured in equal amounts into 4 glasses. Calculate the
volume, in ℓ, of water in each glass.
Air di dalam bikar itu dituang sama banyak ke dalam 4 biji gelas. Hitung isi padu,
dalam ℓ, air di dalam setiap gelas.
43. Bily has 3.455 ℓ of wáter. He needs 5.2 ℓ of wáter to make some drinks. How much more
wáter, in ℓ and mℓ, does he need?
Bily ada 3.455 ℓ air. Dia memerlukan 5.2 ℓ air untuk membancuh minuman. Berapakah
isi padu, dalam ℓ dan mℓ, air yang diperlukannya lagi?
44. Diagram 44 shows the volume of water in three beakers.
Rajah 44 menunjukkan isi padu air di dalam tiga buah bikar.
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1.6 ℓ
ℓ 0.855 ℓ
Diagram 44
Rajah 44
What is the total volume of wáter, in litre, in the three beakers?
Berapakah jumlah isi padu air, dalam liter, di dalam tiga buah bikar itu?
45. A volume of orange juice is poured equally into 35 glasses. Each glass has 0.285 ℓ of
orange juice. How many litres of orange juice are there altogether?
Sejumlah jus oren dituang secara sama banyak ke dalam 35 buah gelas. Setiap gelas itu
berisi 0.285 ℓ jus oren. Berapa liter jus orenkah yang ada kesemuanya?
46. Table 46 shows the volume of water in containers P and R. The volume of water in
container Q is not shown.
Jadual 46 menunjukkan isi padu air di dalam bekas P dan R. Isi padu air di dalam bekas
Q adalah tidak ditunjukkan.
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Table 46
Jadual 46
The volume of water in container Q is 800 mℓ more than the total volume of water in
containers P and R. Find the volume, in ℓ, of water in container Q.
Isi padu air di dalam bekas Q adalah 800 mℓ lebih daripada jumlah
isi padu air di dalam bekas P dan R. Cari isi padu, dalam ℓ, air di dalam bekas Q.
47. 1 638 mℓ of water is poured out from a container which contains 2.8 ℓ of water. Find the
volume, in mℓ, of water left in the container.
1 638 mℓ air telah dituang keluar dari sebuah bekas yang mengandungi 2.8 ℓ air. Cari
isi padu, dalam mℓ, air yang tinggal di dalam bekas itu.
48. Diagram 48 shows a bottle of fruit juice bought by Amanda.
Rajah 48 di bawah menunjukkan sebotol jus buah-buahan yang dibeli oleh Amanda.
Diagram 48
Rajah 48
Amanda pours the fruit juice equally to serve 8 guests. Find the volume, in mℓ, of fruit
juice each guest gets.
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Amanda menuangkan jus buah-buahan itu secara sama banyak untuk dihidang kepada 8
orang tetamu. Cari isi padu, dalam mℓ, jus buah-buahan yang diterima oleh setiap
tetamu.
49. Diagram 49 shows the volume of wáter in two containers.
Rajah 49 menunjukkan isi padu air di dalam dua buah bekas.
0.55 ℓ
1ℓ
Diagram 49
Rajah 49
Find the total volume, in ℓ, of wáter in the two containers.
Cari jumlah isi padu, dalam ℓ, air di dalam dua buah bekas itu.
50. Harry brings 1 ℓ of wáter to school. She drinks 805 mℓ of the wáter. How much of the
volume, in mℓ, of wáter is left?
Harry membawa 1 ℓ air ke sekolah. Dia minum 805 mℓ daripada air itu. Berapa isi
padu, dalam mℓ, air yang masih tinggal?
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UNIT 9
VOLUME OF LIQUID
Sample Answers
10. 2 ℓ = ______ ℓ ______mℓ
Cara :
2ℓ =2ℓ + ℓ
=2ℓ + ( × 1000 ) mℓ
1000
=2ℓ + ( ) mℓ
5
=2ℓ + 200 mℓ
=2ℓ 200 mℓ
50. Harry brings 1 ℓ of wáter to school. She drinks 805 mℓ of the wáter. How much of the
volume, in mℓ, of wáter is left?
Harry membawa 1 ℓ air ke sekolah. Dia minum 805 mℓ daripada air itu. Berapa isi
padu, dalam mℓ, air yang masih tinggal?
Cara :
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UNIT 9
VOLUME OF LIQUID
Answers for Objective Questions
1 C 11 C 21 A
2 C 12 C 22 B
3 B 13 C 23 D
4 C 14 C 24 A
5 A 15 D 25 D
6 D 16 D 26 B
7 B 17 A 27 C
8 D 18 D 28 B
9 C 19 B 29 B
10 C 20 D 30 A
UNIT 9 PETUNJUK:
P – Pengetahuan
VOLUME OF LIQUID K – Kaedah
N – Nilai
Answers for Subjective Questions
Unit 9 Volume of Liquid Page 260