Yearly Scheme of Work Year 5 2011

8/7/2019 Yearly Scheme of Work Year 5 2011

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YEARLY SCHEME OF WORK YEAR 5 ( 2011 )WEEK TOPIC LEARNING AREA LEARNING

OBJECTIVES

Pupils will be taught

to:

LEARNING OUTCOMES

Pupils will be able to :

SUGGESTED TEACHING AND

LEARNING ACTIVITIES

1 – 2

1. WHOLE

NUMBER

1. NUMBER TO

1 000 000

1. Develop number

sense up to

1 000 000

(i) Name and write

numbers up to

1000 000

(ii) Determine the place

value of the digits in

any whole number up

to 1000 000

(iii) Compare value of

numbers up to

1 000 000.

(iv) Round off numbers to

the nearest tens,hundreds, thousands,

ten thousands and

hundred thousands

Teacher pose number in numerals,

pupils name the respective numbers

and write the number word.

Teacher says the number names and

pupils show the number using the

calculator of abacus, then pupils write

the numerals.

Provide suitable number line scales and

ask pupils to mark the positions that

represent a set of given numbers.

Given a set of numerals, pupils

represent each number using the

number base block or the place value

of every digit of the given number.

Given a set of numerals, pupils

compare and arrange the numbers in

ascending then descending order.

3 - 4

1. WHOLE

NUMBER

2. ADDITION

WITH THE

HIGHESTTOTAL OF

1 000 000

2.Add numbers to the

total of 1 000 000

(i) Add any two to four

numbers to 1 000 000 Pupils practice addition using the four-

step algorithm of:

1. Estimate the Total2. Arrange the numbers involved

according to place values.

3. Perform the operation

4. Check the reasonableness of the

answer.

Pupils create stories from given

addition number sentence.

Teacher Pose problems verbally, i.e.

in the numerical form or simple

sentences.



Teacher guides pupils to solve

problems following Polya’s four step

mode of:

1. Understand the problem

2. Devising a plan

3. Implementing the plan

4. Looking back.

5 - 6

1. WHOLE

NUMBER

3. SUBTRACTIO

N WITHIN THERANGE OF

1 000 000

3.Subtract numbers

from a numbers lessthan 1000 000

(i) Subtract one number

from a bigger numberless than

1 000 000

(ii) Subtract successively

from a bigger number

less than

1 000 000

(iii) Solve subtraction

problems


subtraction number sentence.

Pupils practice subtraction using the

four-step algorithm of :

1. Estimate the sum.

2. Arrange the numbers involved


3. Perform the operation.


answer.

Pupils Subtract successively by writingthe number sentence in the

a) horizontal form

b) vertical form

Teacher pose problems verbally i.e.., in

the numerical form or simple

sentences.

Teacher guides pupil to solve problems

following Polya’s four-step model of :

1. Understand the problem

2. Devising a plan3. Implementing the plan

4. Looking back

7 - 8

1. WHOLE

NUMBER

4. Multiplication

with the Highest

Product of

1 000 000

4.Multiply any to

numbers with the

highest product of 1

000 000

(i) Multiply up to five digit

numbers with

a) a one-digit number

b) a two- digit number

c) 10, 100 and 1000.

(ii) Solve problems

involvingmultiplication.


multiplication number sentences

e.g. 40 500 x 7 = 283 500

“A factory produces 40 500 batteries

per day. 283 500 batteries are produced

in 7 days”

Pupils practice multiplication using the



four-step algorithm of:

1. Estimate the product.





answer.

Teacher pose problems verbally i.e., in

the numerical form or simple sentence


problems following Polya’s four-step

model of :

1. Understanding the problem

2. Devising a plan


4. Looking back

( Apply some of the common strategies

in very problem Solving step )

9,10 AND

11

1. WHOLENUMBERS

5. DIVISIONWITH THE

HIGHEST

DIVIIDEND OF

1 000 000

5.Divide a number lessthan 1 000 000 by a

two-digit number

(i) Divide numbers up tosix digits by

a) one-digit number

b) 10, 100 and 1000

c) two-digit number

(ii) Solve problems

involving division


division number sentences.

Pupils practice division using the four-

step algorithm of:

1. Estimate the product.





answer.

Example for long division

1 3 5 6 2 r 20

35 4 7 4 6 9 0

3 5

1 2 4

1 0 5

1 9 6

1 7 5

2 1 9

2 1 0

9 0

7 0

2 0



Teacher pose problems verbally, i.e., in

the numerical form or simple

sentences.



model of :

1. Understanding the problem

2. Devising a plan3. Implementing the plan

4. Looking back



12 - 13

1. WHOLE

NUMBER

6. MIXED

OPERATIONS

6.Perform mixed

operations involving

multiplication and

division

(i) Calculate mixed

operation on whole

numbers involving

multiplication and

division

(ii) Solve problems

involving mixed

operations of division

and multiplication.


number sentence involving mixed

operations of division and

multiplication.

Pupils practice calculation involvingmixed operation using the four-step

algorithm of :

1. Estimate the quotient





answer.



model of :1. Understanding the problem

2. Devising a plan


4. Looking back





WEEK TOPIC LEARNING AREA LEARNING

OBJECTIVES


to:

LEARNING OUTCOMES



LEARNING ACTIVITIES

14

2. FRACTIONS 1. IMPROPER

FRACTIONS

1. Understand

improper

fractions

(i) Name and write

improper fractions with

denominators up to 10

(ii) Compare the value of

the two improper

fractions.

Demonstrate improper fractions using

concrete objects such as paper cut-outs,

fraction charts and number lines.

Pupils perform activities such as paper

folding or cutting, and marking value

on number lines to represent improper

fractions.



15

2. FRACTIONS 3. MIXED

NUMBERS

1. Understand mixed

numbers

(i) Name and write mixed

numbers with

denominators up to 10.

(ii) Convert improper

fractions to mixed

numbers and vice versa

Teacher demonstrate mixed numbers

by partitioning real objects or

manipulative.

Pupils perform activities such as

a) Paper folding and shading

b) Pouring liquids into containers.

c) marking number lines

To represent mixed numbers.

e.g.

2 4

3

shade parts

3 2

1

beakers full

16 - 17

2. FRACTIONS 3. ADDITION OF

FRACTIONS

1. Add two mixed

numbers

(i) Add two mixed

numbers with the same


(ii) Add two mixed

numbers with different


(iii) Solve problems

involving addition of

mixed numbers.

Demonstrate addition of mixed

numbers through

a) paper folding activities

b) fraction charts

c) diagrams

d) number lines

e.g.

1 4

1

+ 1 2

1

= 2 4

3



Create stories from given number

sentences involving mixed numbers.

18

2. FRACTIONS 4. SUBTRACTIO

N OF

FRACTIONS

1. Subtract mixed

numbers

(i) Subtract two mixed

numbers with the same

denominator up to 10.

(ii) Subtract two mixed

numbers with differentdenominators up to 10.


involving subtraction of

mixed numbers.

Demonstrate subtraction of mixed

numbers through

a) paper folding activities

b) fraction charts

c) diagramsd) number lines

e) Multiplication table.


numbers sentences involving mixed

numbers.

2. FRACTIONS 5. MULTI-

PLICATION OF

FRACTIONS

1. Multiply any

proper tractions

with a wholenumber up to

1 000

(i) Multiply whole

numbers with proper

tractions

(ii) Solve problems

involving multiplication

of fractions

Use groups of concrete materials,

picture and number lines to

demonstrate fraction as equal share of a whole set.

Provide activities of comparing equal

portions of two groups objects.

e.g.

2

1

of 6 = 3

2

1 of 6 pencils is 3 pencil



19-20

2

1

x 6 = 2

6

= 3

6 x 2

1

or six halves.

6 x 2

1

1/2 of an orange is ……

31

+ 31

+ 31

+ 31

+ 31

+ 31

= 3 oranges.


sentences.


OBJECTIVES


to:

LEARNING OUTCOMES



LEARNING ACTIVITIES

3. DECIMALS 1. DECIMAL

NUMBER

1. Understand and

use the

vocabulary

related to

decimals

(i) Name and write

decimal numbers to

three decimal places

(ii) Recognized the placevalue of thousandths

Teacher models the concept of

decimal number using number

lines.

e.g.



21-22

(iii) Convert fractions of

thousandths to

decimal numbers and

vice versa.

(iv) Round off decimal

numbers to the

nearest

a) tenths

b) hundredths

8 parts out of 1 000 equals 0.008

23 parts out of 1 000 is equal to 0.023

100 parts out of 1 000 is 0.100

Compare decimal numbers using

thousand square and number line

Pupils find examples that usedecimals in daily situation

23

3.DECIMALS 2. ADDITION OF

DECIMAL

NUMBERS

1. Add decimal

number up to

three decimal

places

(i) Add any two to four

decimal numbers up

to three decimal places

involving

a) decimal numbers

and decimal numbers

b) Whole numbers

and decimal numbers

(ii) Solve problems

involving addition of

decimal numbers.

Pupils practice adding decimals

using the four- step algorithm of :

1. Estimate the total


according to place values


4. Check the reasonableness of theanswer.


number sentences.

24

3. DECIMAL 4. SUBTRACTION

OF DECIMAL

NUMBERS

1. SUBTRACT

DECIMAL

NUMBERS UP

TO THREE

DECIMAL

PLACES

(i) Subtract a decimal

number from another

decimal up to three

decimal places.

(ii) Subtract successively

any two decimal

numbers up to three

decimal places


involving subtraction

of decimal numbers

Pupils subtract decimal numbers,

given the number sentence in the

horizontal and vertical from.

Pupils practice subtracting decimals

using the four-step algorithm of :1. Estimate the total





answer.

Pupils make stories from given

number sentences.

3. DECIMAL 4. MULTIPLICATION

OF DECIMALNUMBERS

(i) Multiply decimal

numbers up tothree decimal

(i) Multiply any decimal

numbers up to threedecimal places with

Multiply decimal numbers with a

number using horizontal and verticalfrom.



25

places with a

whole number


b) a two-digit number

c) 10, 100 and 1000.

(ii) Solve problems

involving

multiplication of

decimal numbers.








answer.


number sentences.

26-27

3 .DECIMAL 5. DIVISION OF

DECIMAL

NUMBERS

1. Divide decimal

numbers up to

three decimal

places by a whole

number.

(i) Divide a whole

number by

a) 10

b) 100

c) 1000

(ii) Divide a wholenumber by


b) a two-digit whole

number.

(iii) Divide a decimal

number of three

decimal places by


b) a two-digit wholenumber

c) 10

d) 100

(iv) Solve problem

involving division of

decimal numbers








answer.


number sentences.

WEEK TOPIC LEARNING AREA LEARNING LEARNING OUTCOMES SUGGESTED TEACHING AND



OBJECTIVES


to:

Pupils will be able to : LEARNING ACTIVITIES

28

4.PERCENTAGE 1. PERCENTENGE 1. Understand and

use percentage

(i) Name and write the

symbol for percentage

(ii) State fraction of

hundredths in

percentage

(iii) Convert fraction of

hundredths to

percentage and vice

versa.

Pupils represent percentage with

hundred squares.

Shade parts of the hundred square

Name and write the fraction of the

shaded parts to the shaded parts topercentage.

29

4. PERCENTAGE 2. CONVERT

FRACTION AND

DECIMALS TO

PERCENTAGE

1. Relate fraction

and decimals to

percentage

(i) Convert proper

fractions of tenths to

percentage.

(ii) Convert proper

fractions with thedenominators of 2, 4,

5, 20, 25 and 50 to

percentage.

(iii) Convert percentage to

fraction in its simplest

from.

(iv) Convert percentage to

decimal number and

vice versa

Identity the proper fractions with the

denominators given.


OBJECTIVES


to:

LEARNING OUTCOMES



LEARNING ACTIVITIES

30 5. MONEY

1. MONEY TO

RM 1 00 000

1. Understand and

use vocabulary

related to money

(i) Read and write the

value of money in

ringgit and sen up toRM 100 000.

Pupils show different combination of

notes and coins to represent a given

amount of money.



31

1. Use and apply

mathematics

concepts when

dealing with

money up to

RM 100 000.

(i) Add

money in ringgit and

sen up to RM 100

000.

(ii) Subtract


sen within the range of

RM 100 000.

(iii) Multiply


sen with a whole

number, fraction or

decimal RM 100 000.

(iv) Divide


sen with the divisor up

to RM 100 000.

(v) Perform

mixed operation of

multiplication and

vision involving


sen up to RM 100 000.

(vi) Solve

problems in real

context involving


sen up to RM 100 000.

Pupils perform basic and mixed

operation involving money by

writing numbers sentences in the

horizontal and vertical form.


number sentences involving money

in real context, for example,

a) Profit and loss in trade

b) Banking transaction

c) Accounting

d) Budgeting and finance

management

Pupils solve problems following

Polya’s four-step algorithm and

using some of the common problemsolving strategies.


OBJECTIVES


to:

LEARNING OUTCOMES



LEARNING ACTIVITIES

6. TIME 1. READING AND

WRITING TIME

1. Understand the

vocabularyrelated time

(i) Read and write time

in the 24-hour system.

(ii) Relate the time in the

Pupils tell the time from the digital

clock display.



duration in fractions

and/or decimals of

hours, minutes and

seconds.


OBJECTIVES


to:

LEARNING OUTCOMES



LEARNING ACTIVITIES

32

7. TIME 2. READING AND

WRITING TIME

4. Understand the

vocabulary

related time

(iv) Read and write time

in the 24-hour system.

(v) Relate the time in the

24-hour system to the

12-hour system

(vi) Convert time from

the 24-hour system to

the 12-hour system

and vice-versa

Pupils tell the time from the digital

clock display.

Design an analogue clock face

showing time in the 24-hour system

Pupils convert time by using

12 12 12

mornimg afternoon evening

noon

0000 1200 0000

mornimg afternoon evening

noon

the clock face

33

6. TIME 5. BASIC

OPERATIONS

INVOLVING TIME

2.Understand the

relationship between

units of time

(ii) Convert time in

fractions and decimals

of a minute to seconds

(iv) Convert time in


of an hour to minutes

Pupils convert from one unit of time.

Pupils explore the relationship

between centuries, decades and years

by constructing a time conversion

table.



and to seconds.

(v) Convert time in


of a day to seconds.

(vi) Convert units of time

from

c. Century to years

and vice versa.

d. Century to

decades and vice

versa.

34-35

6. TIME 6. DURATION 3.Add, subtract,

multiply and divide

units of time.

(v) Add time in hours,

minutes and seconds.

(vi) Subtract time in

hours, minutes and

seconds.

(vii) Multiply time in

hours, minutes and

seconds.

(viii) Divide time in hours

minutes and seconds.

Pupils add, subtract, multiply and

divide units of time by writing

numbers sentences in the horizontal

and vertical from.

e.g.

5 hr 20 min 30 s

+ 2 hr 25 min 43 s

4 hr 45 min 12 s

- 2 hr 30 min 52 s

2 hr 15 min 9 s

X 7

4 13 hours 13 minutes

6.TIME 4.Use and apply

knowledge of time to

find the duration.

(v) Identify the start and

end times of are event.

(vi) Calculate the duration

of an event, involving

a. Hours,

Pupils read and state information

from schedules such as :

a) class time-table

b) fixtures in a tournament



minutes and

seconds.

b. Days and

hours

(vii) Determine the start or

end time of an event

from a given duration

of time.

(viii)Solve problems

involving time

duration in fractions

and/or decimals of

hours, minutes and

seconds.

c) Public transport, etc

Pupils find the duration the start and

end time from a given situation


OBJECTIVES

Pupils will be taughtto:

LEARNING OUTCOMES



LEARNING ACTIVITIES

36

7.LENGTH 1. MEASURING

LENGTH

1. Measure and

compare

distances.

(i) Describe by

comparison the

distance of one

kilometer.

(ii) Measure using scales

for distance between

places.

Teacher provides experiences to

introduce the idea of a kilometer.

e.g.

Walk a hundred-meter track and

explain to pupils that kilometer is ten

times the distance.

Use a simple a simple map to

measure the distances to one place toanother.

e.g.

a) school

b) village

c) town

7.LENGTH 2.RELATIONSHIPBETWEEN UNITS OF

2.Understand therelation between units

(i) Relate meter andkilometer

Compare the length of a meter stringand a 100-cm stick, then write the



37

LENGTH of length

(ii) Convert meter to

kilometer and vice

versa

relationship between the units.

Pupils then visualize how far the

length would be if 1000 such sticks

were to be arrange end to end.

Pupils use the conversion table for

units of length to convert length

from km to m and vice versa.

7.LENGTH 3. BASICOPERATION

INVOLVING

LENGTH

3.Add, subtract,multiply and divide

units of length

(i) Add and subtractunits of length

involving conversion

of units in

a) kilometers.

b) kilometers and

meters.

(ii) kilometer and divide

units of length in

kilometers involvingconversion of units

with.

a) a one-digit number.

b) 10, 100, 1000


involving basic

operations on length.

Pupils demonstrate addition andsubtraction involving units of length

using number sentences in the usual

conventional manner.

e.g.

a) 2 km + 465 = _______ m

b) 3.5 km + 615 = ________ km

c) 12. 5 km – 625 m = _______ m

Pupils multiply and divide involving

units of length.

e.g.

a) 7. 215 m x 1 000 = _______ km

b) 2. 24 km ÷ 3 = ________ m


sentence.


OBJECTIVES


to:

LEARNING OUTCOMES



LEARNING ACTIVITIES

8.MASS 1. COMPARING

MASS

1. Compare mass of

objects.

(i) Measure and record

masses of objects in

kilogram and grams.

(ii) Compare the masses

of two objects using

kilogram and gram,

Pupils measure, read and record

masses of objects in kilograms and

using the weighing scale and

determine how many times the mass

of an objects as compared to

another.



38 stating the comparison

in multiples or

fractions.

(iii) Estimate the masses of

objects in kilograms

and grams.

39

2.Understand therelationship between

units of mass.

(i) Convert units of massfrom fractions and

decimals of a kilogram

to grams and vice

versa.

(ii) Solve problems

involving conversion

of mass units in

fraction and / or

decimals.

Pupils make stories for a givenmeasurement of mass.

e.g.

Aminah bought 4 kg of cabbages and

500 g celery. Altogether, she bought

a total of 4.5 kg vegetables.

WEEK TOPIC LEARNING AREA LEARNINGOBJECTIVES


to:

LEARNING OUTCOMESPupils will be able to :

SUGGESTED TEACHING ANDLEARNING ACTIVITIES

43-44

10.SHAPE AND

SPACE

1. COMPOSITE TWO

DIMENSIONAL

SHAPES

1. Find the

perimeter of

composite 2-D

shapes.

(i) Measure the

perimeter of the

following composite 2-

D shapes

a) square and square

b) rectangle and

rectangle

c) triangle and

triangle

d) square and triangle

e) square and triangle

f) rectangle and

triangle

(ii) Calculate theperimeter of the

Use measuring tapes, rules or string

to measure the perimeter of event

composite shapes



following composite 2-

D shapes a) square

and square.

a) rectangle and

rectangle.

b) triangle and

triangle

c) square and

rectangle

d) square and triangle

e) rectangle and

triangle.


involving perimeters

of composite 2-D

shapes.

45

10.SHAPE AND

SPACE

2.COMPOSITE THREE

DEMENSIONAL

SHAPES

1. Find the area of

composite 2-D

shapes

(i) Measure the area of

the following

composite 2-D shapes

a) square and square

b) rectangle and

rectangle

c) square and

rectangle

(ii) Calculate the area of

the following


square and square.

a) rectangle and

rectangle

b) square and

rectangle


involving areas of

Pupils count the unit squares to find

the area of composite 2-D shapes on

the grid paper.



composite 2-D shapes.

45

10.SHAPE AND

SPACE

1. Find the volume

of composite 3-D

shapes

(i) Measure the volume of

the following


a) cube and cube

b) cuboid and cuboid

c) cube and cuboid

(ii) Calculate the volume

of the composite 3-D

shapes following

a) cube and cube

b) cuboid and cuboid

c) cube and cuboid


involving volume of


Use any combination of 3-D shapes

to find the surface area and volume.


OBJECTIVES


to:

LEARNING OUTCOMES



LEARNING ACTIVITIES

46

11.DATA

HANDLING

1. AVERAGE 1. Understand and

use thevocabulary to

average

(i) Describe the meaning

of average.

(ii) State the average of

two or three

quantities.

(iii) Determine the

formula for average

Prepare two containers of the same

size with different volumes of liquid.

Equal the volume of liquid from the

two containers.

e.g.



Relate the examples given to

determine the average using the

formula

46

11.DATA

HANDLING

2.ORGANISING AND

INTERPRETING DATA

1. Use and apply

knowledge of

average

(i) Calculate the average

using formula

(ii) Solve problem in real

life situation.

Calculate the average of two

numbers

Calculate the average of three

numbers

Pose problems involving real life

situation.



47

11.DATA

HANDLING

1. Understand the

vocabulary

relating to data

organization in

graphs.

1. Organize and

interpret data

from tables and

charts.

(i) Recognize frequency

mode, range,

maximum and

minimum value from

bar graphs

(ii) Construct a bar graph

from a given set of

data.

(iii) Determine the

frequency mode,

range, average,

maximum and

minimum value from

a given graph.

(i) Discuss a bar graph showing the

frequency, mode, range, maximum

and minimum value.

e.g.

Number of books read by five pupils

in February

pupils

Pupils transform data tables to bar

graphs.

name Reading

test

score

Mental

Arithmetic

test score

Adam 10 8

Davin 7 10

May 9 8

f r e q u e n c y

A d

a m

S h i e l a

D a v

i n

N a

d i a

M a y

5

4

3

2

1

Yearly Scheme of Work Year 5 2011

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Transcript of Yearly Scheme of Work Year 5 2011