FISS Maths Scope and Sequence

FAIRVIEW INTERNATIONAL SCHOOL SUBANG
Mathematics Scope and Sequence 2012/2013

Strands Level Contents Phase 1 Phase 2 Phase 3 Phase 4

Data
Handling
Crche Conceptual
Understanding

We collect information to make
sense of the world around us.
NA NA NA
Learning
Outcomes

Students will be able to:
Understand the connection
between small and big
Understand the importance of
colours
Understand the how
information can be grouped in
smaller groups
NA NA NA

Questions

What colours belong together?
What shapes belongs together?
Why do they belong together?
What colour is this?
What shape is it?
NA NA NA

Activities

Grouping
Students group counters into
groups according to the
different colours.
Students group items in the
classroom into groups
according to shapes
NA NA NA

Assessment

Students are given a variety of
objects. They are to group the
items according to shape or
colour.
NA NA NA

Resources

Recyclable items
Colour paper
Paint
NA NA NA

Links

UOI 1 - School is where
we learn, develop
and grow.
UOI 2 - Through play we
express our
feelings and ideas
and come to new
understandings.
UoI 4 Animals and
people interact in
different ways in
different
contexts.
NA NA NA
Notes NA NA NA NA
DATA HANDLING

Reception Conceptual
Understanding

NA NA NA
Learning
Outcomes

Understand that sets can be
organized by different
attributes.
Sort and label real objects by
attributes.
NA NA NA

Questions

What things belong together?(
can we set this things together
Why do they belong together?
Can we sort them in another
way?
NA NA NA

Activities

Sorting
Children sort collections of
keys, nuts, bottle tops, blocks
and themselves to determine
attributes.
Children physically group
themselves by their favorite
colour.
Teacher will bring somethings
from home (eg : keys, nut
bottle cap, newspaper, small n
big box etc)
NA NA NA

Assessment

Children are presented with a
set of objects and can sort
them in two different ways
using attributes they have
identified. They can justify
their criteria.

NA NA NA

Resources

Recycle things
Bottle caps
Colour pencils
Nuts
blocks
keys
boxes
newspaper
NA NA NA

Links

UOI 2 We use our senses to
understand and explore
the world around us.
NA NA NA
Notes NA NA NA NA

Grade 1 Conceptual
Understanding


Organizing objects and events
helps us to solve problems.

Events in daily life involve chance.
Information can be expressed as
organized and structured data.

Objects and events can be organized
in different ways.

NA NA
Learning
Outcomes

organized by different attributes
Understand that information
about themselves and their
surroundings can be obtained in
different ways
Discuss chance in daily events
(impossible, maybe, certain)
organized by one or more
attributes
Understand that information
surroundings can be collected
and recorded in different ways

NA NA

Questions

What things belong
together?
Why do they belong
together? CONNECTION.
Can we sort them in
another way?
Can we show how these
objects are the same and
how they are different?
How do we decide which
objects to put into which
sets?
Can we explain how we
sorted out objects?
How can one object be
part of two different
sets?
Can we show other ways
of sorting these objects?
What different ways are
there to show what we
have done?
Which has more, which
has the most and which
has the least?
Can we see any patterns
in the graph? FORM.
How can we describe the
information in these
graphs? FORM.
How can we use number
words to describe what
we see on the graph?
What will happen if?
Is that the only thing that
might happen?
PERSPECTIVE.
What is a graph?
Where have you seen
graphs before?
NA NA

Activities

Children sort collections of
different objects and determine
their attributes.
Children physically group
themselves by eye colour.
Children creating graphs about
everyday experiences and other
events possible for graphing.
Children create real graphs
Record the daily weather for the
week. The students should then
make a graph to show how
much rain, sun etc there was
over the week.
Student make a rain gauge and
record the amount of rainwater
collected over a week. They then
make a graph with this
NA NA

using wrappers from their
snacks.
information.

Assessment

Children are presented with a
set of objects and will be asked
to sort them into different ways
using the attributes they have
identified.
Let children identify their own
criteria.
Children can make a graph of
real objects provided. They can
describe the data display using
number words and
comparisons.
Student will be given a picture
graph to read and answer a few
teachers questions (UI link).

NA NA

Resources

Graphs, worksheets, artifacts
from home, classroom
resources, pictures, counters
and toys.
Materials made at school,
worksheets, recording journals.

NA NA

Links

UoI 1 Awareness of our
characteristics, abilities and
interests affects our
learning and development.
UoI 2 Celebrations and traditions
are expressions of shared
beliefs and values.
UoI 3 Communities make efforts
to create transportation
systems that meet their
needs.
UoI 4 Plants sustain life on Earth
and play a role in our lives.
UoI 5 The Earths natural cycles
influence the activity of
living things.
UoI 6 Journeys create change and
can lead to new
opportunities.
UoI 1 Awareness of our
characteristics, abilities and
interests affects our learning
and development.
UoI 2 Celebrations and traditions
are expressions of shared
beliefs and values.
UoI 3 Communities make efforts to
create transportation
systems that meet their
needs.
UoI 4 Plants sustain life on Earth
UoI 5 The Earths natural cycles
living things.
UoI 6 Journeys create change and
can lead to new
opportunities.
NA NA
Notes There are several ways and
activities in which both UI 4 & 5
can be linked in with Maths work.

NA NA NA
Grade 2 Conceptual
Understanding

NA Information can be expressed as
in different ways.

Data can be collected, organized,
displayed and analysed in different
ways.

Different graph forms highlight
NA

Some events in daily life are more
likely to
happen than others
different aspects of data more
efficiently.

Probability can be based on
experimental events in daily life.
Probability can be expressed.
Learning
Outcomes

NA Students will be able to:
Making picture graphs
with scales
Reading and interpreting
picture graphs with
scales
Collect and represent
data in different types of
graphs (eg: bar graphs)

Create a pictograph and
sample bar graph of real
objects and interpret data
by comparing quantities
(eg: more, fewer, less than,
greater than)
Solving problems using information
presented in picture graphs
NA

Questions

NA Why would we want to
make a graph?
How are graphs used?

What are the important
features of a graph?
What are the other ways
we can show our
information through
graphs?
NA

Activities

NA Students work in groups to find the
answer to a question:
1. How many students have
pets?
2. What pets do they have?
Students work in groups to collect
and record the data in any form.

Why do we use graphs?
1. Students are presented with
samples of real life graphs, simple
pictographs and bar graphs.
2. They asked to look for similarities
and differences between the
features and set-up of each graph
NA

Assessment

NA Making simple bar graphs of own
class population.
Students can explain which display
they think best represents their
data and why.

Make a bar graph on the number of
students in each class from grade 1-
6
Students need to collect, organize,
display and interpret data
NA

Resources

NA Manila card, colour pencils
http://www.turtlediary.com/grad
e-1-games/math-games/graph-
and-tally.html

Manila cards, colour pencils, ruler
http://www.softschools.com/math
/data_analysis/bar_graph/activities
/favourite_colors_bar_chart/

NA

Links
NA UoI 6 - The choices people make
affect their health and well-
being.
UoI 6 - The choices people make
affect their health and well-
being.
NA
Notes NA NA NA NA

Grade 3 Conceptual
Understanding


Information can be expressed as

in different ways.

Data can be collected, organized,
displayed and analysed in different
ways.

NA
Learning
Outcomes

Understand that
information about
themselves and their
surroundings can be
obtained in different ways.

Reading and interpreting bar
graphs in both horizontal and
vertical forms.
Reading scales
Completing a bar graph from
given data.
Solving problems using
information presented in bar
graphs

Understand that scale can
represent different quantities in
graphs.
Understand that data can be
collected, displayed and
interpreted using simple
graphs, for example, bar graph.
Understand that one of the
purposes of a database is to
answer questions and solve
problems

NA

Questions

How do students come to
school?
What is your favourite sport?
What is favourite food?

How can I show various heights
of students in a graph?
What does this bar graph tell
us?

What are the features of bar
graphs?
How do the features in this
graph compare to the other
graphs you have made?
How can we fit data on this piece
of squared paper when the
range of numbers is so large?

NA

Activities

Teacher leaves different
colour of pebble for students
to manipulate and produce a
graph.
Students are to find out how
many colour of t-shirt at home
and draw a chart.

Students do a survey of
birthday months of each
student in primary level and
present the data.

Use the newspaper, magazines
or websites to gather data ( eg :
number of cars in Malaysia for
the year 2000-2013, number of
cut down trees, number of
extinction of panda, Siberian
tiger by year) and present the
data
Generate questions from the
data you have presented.

NA

Assessment

Formative assessment.
Survey for data collection.
Students ask teachers and
friends for information and
using tally to record the
information.

Summative Assessment
Design a survey, collect,
organize and display data in
pictographs and bar graphs.

Present data collection in vertical
and horizontal bar graphs
Using Ms Excel to create bar
graphs.

Students are to observe daily
event, which data collection can
be made and present the
information in a bar graph
format.
Collect, display and interpret data
for the purpose of answering
questions.
Select appropriate graph form to
display data.
Interpret range and scale on
graphs.
Able to choose the proper scale to
represent data in bars graphs.

Students are to observe daily
event, which data collection can be
made and present the information
in a bar graph format.
Collect, display and interpret data
for the purpose of answering
questions.
Select appropriate graph form to
display data.
Interpret range and scale on
graphs.
Use tree, Venn and Carroll
diagrams to explore relationships
between data.
NA

Resources

Manila cards,
graph papers,
Ms Excel,
magazines,
newspaper
Manila cards,
graph papers,
Ms Excel,
magazines,
newspaper
Manila cards,
graph papers,
Ms Excel,
magazines,
newspaper
NA

Links

UoI 1 When interacting with
natural habitats, humans
make choices that have an
impact on other living
things.

impact on other living
things.

impact on other living things.

NA
Notes NA NA NA NA
Grade 4 Conceptual
Understanding

NA Information can be expressed as
organized and structured data
Data can be collected,
organized,displayed and analysed in
different ways.

efficiently.
NA
Learning
Outcomes

understand that sets can be
organized by one or more
attributes
understand that information
surroundings can be collected
understand that data can be
collected, displayed and
interpreted using simple graphs,
for example, bar graphs, line
graphs
understand that scale can
NA

and recorded in different ways
collect, display and interpret
data for the purpose of
answering questions
represent different quantities in
graphs
design a survey and
systematically collect, organize
and display data in pictographs
and bar graphs

Questions

NA What is the need to collect data
about an area of interest?
How do we transfer data
collected in a structured
diagram?
Why would we want to make a
graph?
How are graphs used?

What is the purpose of axis x and
y in a graph?
How are graphs the same as, and
different from, lists and other
types of diagram?
What are the important features
of a graph?
How did we reach our
interpretations?
NA

Activities

NA Activity 1
Students will be placed into
groups, cooperative learning
and each member will be
assigned a particular
role.(Leader, timekeeper,
recorder, checker, encourager)
Give the assignment to the class,
the groups are to predict how
many shoe eyelets are in the
classroom without looking at
the other students' shoes! Tell
the students that there are 12
eyelets in running shoes, and
that hightops and boots will
have approx. 24 eyelets (So a
pair of hightops would have 48
eyelets). Remind the students
that some shoes do not have any
eyelets.
Double check with the students
to make sure they understand
what the assignment is asking
for.
Ask the students to make an
individual prediction as to how
many eyelets they think are in
the classroom. Then have the
students discuss their
predictions with their individual
groups.
Activity1
Creating a Table with PowerPoint.

You use Microsoft Graph to
create charts, which are
graphic representations of
numeric data. Values from cells
in the Graph datasheet are
data points, which are
displayed as bars, lines,
columns, pie slices, or other
shapes in the chart.
If you want your chart to look
different, you can modify it by
clicking buttons on the Graph
toolbars and choosing
commands from the menus
and shortcut menus.
Select the slide on which you
want to place a graph.
From the Insert menu, choose
Chart.
When you open Graph from
your main application, a
default chart is created using
sample data or data you have
sent from the main application.
The default chart displays the
data in 3-D columns, with a
legend displayed and some
other standard formatting.
NA

Tell the groups that they may
look at the shoes and count the
eyelets of each member of "their
group only".
Give each group a strip of
construction paper (colored).
One inch on the strip will be
equal to 100 eyelets. After the
groups have gathered and
discussed their data they will
cut the strip to the length equal
to their prediction.
You will need a master graph, I
used a sheet of poster board. A
member of each group will
bring their strip of paper up to
the poster board and glue the
strip to the board.

TYING IT ALL TOGETHER:

Ask each group to give you their
count of how many eyelets there
are in their own group.
Total these figures to come up
with the actual sum of eyelets in
the classroom. Ask the groups
what methods they used to come
with their predictions, which
method seemed to work the best.

Activity 2
On graph paper mark a
horizontal number line and a
vertical number line that
intersect.
Roll two dice
Starting at the origin (0,0) make
the moves which the dice
indicate.
If you roll say a 2 and a 5 you can
move either 2 right and 5 up or 5
right and 2 up.
Mark your new position.
The following sample chart
appears. You can enter your
own data to replace the sample
data, or you can import data
from another document. In
either case, the chart is
updated to display the new
data.


The object is to continue rolling
and moving until you go off the
upper right hand corner of the
graph.
If two people play, take turns to
see who wins

Assessment

NA design a survey and
systematically collect, organize
and display data in line graph and
bar graphs

select appropriate graph form(s)
to display data presented within a
range of graphs listed
NA

Resources

NA http://www.superteacherworksh
eets.com/graphing/bar-graph-
simple-6_TWNBN.pdf
http://www.superteacherworksh
eets.com/graphing/bar-graph-
simple-1_TWNDB.pdf

http://commoncoresheets.com/Li
neGraphs/Reading_Line_E/1.pdf
http://commoncoresheets.com/B
arGraphs.php
http://www.mytestbook.com/wor
ksheet.aspx?test_id=278&subject=
math&grade=4&topics=bar%20ch
art%20line%20chart%20pictogra
ph

NA

Links
NA UoI 5 Changes in the Earth and its
atmosphere have impacts
on the way people live their
lives.

UoI 6 Communities provide
interconnected services
designed to meet peoples
needs.

UoI 5 Changes in the Earth and its
atmosphere have impacts on
the way people live their
lives.

needs.

NA
Notes NA NA NA NA
Grade 5 Conceptual
Understanding

NA NA Data can be collected, organized,
displayed and analyses in different
ways.

efficiently.
Data can be presented effectively for
valid interpretation and
communication.

Range, mode, median and mean can
be used to analyse statistical data.
Learning
Outcomes

NA NA Students will be able to:
Understand that one of the
purposes of a database is to
answer questions and solve
problems.
Understand that the mode,
median, mean and range can
summarize a set of data.

Questions

NA NA What does a database look like?
Form
What do we need to know in order
to access data from a prepared
database?
How can a database help us to
organize our data?
What are examples of databases?
How can data be organized and
prepared for display in a database?

How is a spreadsheet similar to a
database? Form
What does a database look like?
Form
What do we need to know in order
to access data from a prepared
database?
How can a database help us to
organize our data?
What are examples of databases?

How can data be organized and
prepared for display in a
database?
How is a spreadsheet similar to a
database? Form
How is a spreadsheet unlike a
database?
What is the language of formulas?
What mathematical
understandings can we apply to
the creation of formulas?
What questions do you need to
ask to collect the information that
will answer your inquiry?
What are the most important
pieces of information we need?
How can you organize the
collection of your data?
Why do you need to think about
changing your survey questions?
Reflection
What mathematical skills and
understandings do you need to
apply to determine the range,
mode, median and mean in a set
of data?
How do you identify the range,
mode, median and mean in this
graphical display?
How can the range, mode, median
and mean be altered to change
the interpretation of the data?
Why is it important to find these
points of reference for your data?
How is the median determined in
an even set of frequencies?
What information does average
gives us?
What is the average book per
row?
What is the average amount of
money spent each day?
What is the average mass of
Grade 5?

Activities
NA NA Students should have the
opportunity to use databases,
Identify, describe and explain the
range, mode, median and mean in

ideally, those created using data
collected by the students then
entered into a database by the
teacher or together.
Situations that come up naturally
in the classroom or form part of
the units of inquiry present
opportunities for students to
further develop their
understanding of statistics and
probability concepts.
a set of data
A database is a collection of data,
where the data can be displayed
in many forms. The data can be
changed at any time. A
spreadsheet is a type of database
where information is set out in a
table. Using a common set of data
is a good way for students to start
to set up their own databases. A
unit of inquiry would be an
excellent source of common data
for student practice.
Each group stack up their books
in 2 rows, three rows and 4 rows.
o To find the average students use a
formula as below
sum of the books = Average
number of row
o Students will explain that the
above formula tells us the
average number of books per
row.
Each group will formulate a
question related to average and
exchange the question among the
groups. Then each group will
find the answers and present
with explanation.
Students will attempt the exercise
in the activity book.
Each group will formulate a
question related to their daily
activities and exchange the
question. Then they will work out
the answer.
Students will do the word
problems in the activity book.

Assessment

NA NA Students will be given problem
sums of average, related to their
daily life to solve individually.
Students will design a survey
on number of students that bring
home food and number of students
that buy food in the canteen during
the first break in Grade 4, Grade 5
Identify, describe and explain the
range, mode, median and mean in
a set of data
Students will be given problem
sums of average, related to their
Students will design a survey
on number of students that bring

and Grade 6
Students will organize the data.
Students will display the data on to
the line graph which will be given
to them by the teacher.
home food and number of
students that buy food in the
canteen during the first break in
Grade 4, Grade 5 and Grade 6
Students will organize the data.
Students will display the data on
to the line graph which will be
given to them by the teacher.

Resources

NA NA Graph paper
Ms Excel
http://www.bbc.co.uk/bitesize/ks
2/maths/data/
http://e-classroom.co.za/data-
handling-mathematics-worksheet-
grade-5/

Graph paper
Ms Excel
http://www.bbc.co.uk/bitesize/k
s2/maths/data/
http://e-classroom.co.za/data-
handling-mathematics-worksheet-
grade-5/

Links

NA NA UoI 6 - Biodiversity relies on
maintaining the
interdependent balance of
organisms within systems.

UoI 6 - Biodiversity relies on
maintaining the

Notes NA NA NA NA
Grade 6 Conceptual
Understanding

NA NA NA Data can be presented effectively for
valid interpretation and
communication.

Range, mode, median and mean can
be used to analyse statistical data.

Probability can be represented on a
scale between 01 or 0%100%.

The probability of an event can be
predicted theoretically.
Learning
Outcomes

NA NA NA Students will be able to:
read and interpret pie
charts
solve 1-step problems
using information
presented in pie charts.
understand, that the
mode, median, mean and
range can summarize a set
of data
use a numerical

probability scale of 0 to 1
or 0% to 100%

Questions

NA NA NA What questions do you
need to ask to collect the
information that will
answer your inquiry?
What are the most
important pieces of
information we need?
How can you organize the
collection of your data?
What do you know about
different displays that
will assist in your choice
of display?
Is probability
predictable?

Activities

NA NA NA Probability activities such
as tossing coins, and dice
games with one or two
dice.
Students created a pie
chart to represent the
way they spent a day of
the weekend.
Students will create a pie
chart or bar graph using
prior knowledge on
percentage and fraction.
Students will use ICT
skills to create pie chart
or bar graph.

Assessment

NA NA NA Formative assessment:
Presenting all the
information gathered on
the number of national
cars sold using pie chart
or bar graph.
Summative assessment:
Power Point presentation
explaining the
reproduction cycle of an
animal or a plant and
alternative reproduction

method. Students will
also need to come up
with solutions on how to
protect the species.
Students provide number
such as percentage of the
remaining amount of an
animal of their choice
using pie chart or bar
graph.

Resources

NA NA NA http://www.mathsisfun.c
om/fractions_division.ht
ml
http://www.bbc.co.uk/bi
tesize/ks3/maths/handli
ng_data/representing_dat
a/revision/1/
http://kids.nceas.ucsb.ed
u/DataandScience/pieceo
fcake.html

Links

NA NA NA UoI 3 Economic activity relies on
systems of production,
exchange and consumption
of goods and services.
UoI 4 Reproduction of living
things contributes to the
continuation of the species.
Notes NA NA NA Students can apply this unit in any
area if necessary.

Measurement Creche Conceptual
Understanding

Objects have attributes that can be
measured using non-standards
units.
NA NA NA
Learning
Outcomes

Understand that real object
with different attributes can
be compared
NA NA NA

Questions

What is the difference
between these two objects?
What colours are these items?
What Shapes are these items?
NA NA NA

Activities

Comparing
Students see the difference
between two items and state
the difference they see.
Students describe a real object
and say the key word longer,
shorter, heavier, empty, full,
hotter, colder
NA NA NA

Assessment

Students are given a variety of
objects. They are to group the
items according to shape or
colour.
NA NA NA

Resources

Recyclable items
tems with equal length such as
string.
Colour pencils
Video:http://www.youtube.co
m/watch?v=m
RW2A3oPSE
NA NA NA

Links

UoI 2 Through play we express
our feelings and ideas and
come to new
understandings.
UoI 4 Animals and people
interact in different ways
in different contexts.
NA NA NA
Notes NA NA NA NA
Understanding

Measurement involves comparing
objects and events.

measured using non-standard
NA NA NA
MEASUREMENT

units.

Events can be ordered and
sequenced.
Learning
Outcomes

understand that attributes of
real objects can be compared
described, for example,
longer, shorter, heavier,
empty, full, hotter, colder
NA NA NA

Questions

Which one is longer, taller,
heavier, hotter?
Can you show me which is
longer, taller?
NA NA NA

Activities

Comparisons
Children are given real
objects and situations in
which they must compare
length, mass, duration and
temperature.

Children are given
opportunities to directly
compare three or more
objects of unequal length.

Children play with sand and
water using a variety of
everyday containers.

NA NA NA

Assessment

In a given situation, children
can compare objects/events
to determine which is longer,
taller,
heavier, hotter, larger and
can demonstrate direct
comparisons:
My pencil is longer than
his,Her bag is heavier than
mine.

Children can: put three trains
in order with the longest
first; put three bears in order
of size starting with the
NA NA NA

shortest; with three friends,
find who has the longest feet,
hair or socks.

Children can describe which
containers are full/empty
and which containers hold
more than others.
Young children need many
opportunities to experience
and quantify measurement in
a direct kinaesthetic manner.
Later understanding of
measurement will be based
on this foundation.
Children should also be given
objects of equal length to
lead to the idea of
equivalence.
Are objects still the same
length even when they are
not lined up next to each
other?
Experiences of filling
containers with sand and
water will eventually lead
children to an understanding
of capacity/volume.

Resources

Comparing real objects
brought from home
Object found in class
Objects around the school
Video from the youtube on
measurement
NA NA NA

Links

UoI 2 We use our senses to
understand and explore the
world around us.
NA NA NA
Notes NA NA NA NA
Grade 1 Conceptual
Understanding

Measurement involves comparing
objects and events.

measured using non-standard
units.

Standard units allow us to have a
common language to identify,
compare, order and sequence
objects and events.

We use tools to measure the
attributes of objects and events.
NA NA

Events can be ordered and
sequenced.

Estimation allows us to measure
with different levels of accuracy.
Learning
Outcomes

Understand that attributes of
real objects can be compared
and described, for example,
longer, shorter, heavier,
empty, full, hotter, colder.
Understand that events in
daily routines can be
described and sequenced for
example, before, after,
bedtime, storytime, today,
tomorrow.
Measurement and
comparison of the
lengths/masses of two or
more objects in non-standard
units.
Use of the following terms:
long, longer, longest, short,
shorter, shortest, tall, taller,
tallest, high, higher, highest,
heavy, heavier, heaviest, light,
lighter, lightest.

NA NA

Questions

When would we want to
measure something?
FUNCTION.
How can we find how
long/heavy something is?
Why would we want to
estimate the measurement of
something?
How can we find out
something is longer or
heavier than other things we
have measured?
How can knowing about
measurement help us to
make good estimation?
In how many ways can this
object be measured?
Can you do measurement
without using a ruler, tape,
weighing machines?
How is it done?

NA NA

Activities

Activities encompass many of
the specific expectations and
transdisciplinary skills. (Fig
14 Making the PYP happen).
Students measure, record
and compare the length of
different objects using non-
standard units of
measurement. They label the
measurements with the units
used. Based on their findings
they estimate the length of
other objects in the room and
LENGTH:
Work in groups of four. The
tallest child to lie on the floor.
The rest of the children use
connecting cubes to measure
the child from head to his feet.
The number of cubes use is
recorded. The same is done to
the shortest child in the
group. Based on the record
decide who is the taller.
Individual work. Students to
use suitable measuring
NA NA

justify their estimations.
Students measure their
objects and compare
estimations to actual
measurements.
Students are given 3-D
objects: orange, apples,
stones. They measure and
compare them.
instruments to measure the
length of a number of given
objects in the class.
Measurement to be recorded
by the students themselves in
the recording sheet given by
the teacher.
MASS:
Groupwork Studnets to ring
a rock from home. Activitity
Decide which rock is heavier.
Ask students how the decision
is made.
Use of simple balance:
Measure the mass of a few
objects in the class and record
into recording sheets
provided.

Assessment

Students can reasonably
estimate the length, mass
and/or temperature of given
items using non-standard
units. They can explain how
they determine their
estimates and how they can
check them.
Students can check their
estimations by actually
measuring the objects. Based
on their findings, they can
estimate the length, mass and
or temperature of other
items and explain how they
determine their estimates.
Students can compare and
order the parcels. With
practice, their accuracy and
speed will increase.
Students are given strips of
coloured paper. Students will
measure these strips and
record them accordingly. They
decide which is the shortest to
the longest strip.
Measure the mass of 10
selected objects from the
classroom. Arrange the
objects from the lightest to
heaviest.

NA NA

Resources

Objects to measure.

Cubes, straws, toothpicks,
strings, strips of ribbons, pegs,
balance, scales, boxes of
various weights, classroom
objects.
NA NA

Links

UoI 4 - Plants sustain life on Earth
UoI 4 - Plants sustain life on Earth

NA NA
Notes NA

NA NA NA

Grade 2 Conceptual
Understanding

NA Standard units allow us to have a
objects and events.
with different levels of accuracy.
Objects and events have attributes
that can be measured using
appropriate tools.
Relationships exist between standard
units that measure the same
attributes.

NA
Learning
Outcomes

The students should be able to
read the measurements on the
measuring cup/beaker.
Understand that tools can be
used to measure.
Use different measuring
cups/beakers to measure
liquids.
Understand the use of
standard units to measure, for
example, length, mass, money,
time, temperature.
used to measure.
time, temperature.
used to measure.
time, temperature.
time, temperature.
Use standard units of
measurement to solve
problems in real-life situations
involving length, mass, money,
time, temperature.
Solving problems (based on
addition, subtraction,
multiplication and division)
related to capacity.
Comparing lengths.
Solving one step word
problems.
Estimation of length in m/cm.
Different terms used to
measure weights (g/kg).
How to read weights on
objects.
Comparing weights.
To be able to read the
weighing scale-kitchen and
weight scale.
Estimation of weights in g/kg.
Solving one step word
problems.
Students should be able to
identify the various
denominations of Malaysian
currency
Know the names of some
international currencies
(American dollars, Singapore
dollars, Indian rupees, Euro)
Students should be able to
form a desired amount in
ringgits using the different
denominations of coins and
notes.(counting money)
NA

time, temperature
Understand that calendars can
be used to determine the date,
and to identify and sequence
days of the week and months
of the year. Universal units of
measure, for example, years,
months, days, hours, minutes
and seconds.
Understand that time is
measured using universal
units of measure, for example,
years ,months, days ,hours,
minutes and seconds.
measurement to solve
problems in real-life situations
involving length, mass, money,
time, temperature.

Learn how to spend money
Learn to read any amount (rm
and sen)
Students learn to read time
12hr(am and pm).
Students learn to tell time in 5
mins.
Solving -problems based on
time

Questions

NA How is any liquid measured?
What are the instruments used
for measuring length?
measure something?
What are kilograms?
Where can we use money?
What is a bank?
Why do different countries
have different times?
How to read the time in 5 mins
and hourly?
How can counting by 5 and 10
help us to tell the time?
What are the different types of
clocks?
What patterns are there on the
calendar?

What are the
instruments/objects that are
used to measure?
How can we know if one thing is
longer/heavier than other
things we have measured?
In how many ways can these
objects be measured?
What are grams?
What are the instruments used
to measure weights?
Why do we need money?
Do different countries have
different types of money?
measure something?
Why is time important?
Why is it important to be able to
put the days of the week and the
months of the year in the
correct order?

NA
NA Bringing objects from home Make a collage in class using NA

Activities

that are measured in Ml/l .
Use measuring cups/beakers
to measure liquids.
Students measure, record and
compare the length of different
objects in the classroom using
non-standard units of
measurement. They label their
measurements with the unit
used: The book is eight paper
clips long. Based on their
findings, they estimate the
length of other objects in the
room and justify their
estimations. Students measure
the objects and compare their
estimations to the actual
measurements.
Students are given a selection
of mystery parcels to be
posted. They put them into
order by mass. The parcels can
be put into plastic bags and
held by the fingertips to avoid
the size of the parcel
influencing students
Bring objects and read the
weights on it.
Children get currencies of their
country.
Role play set up shop with
objects. Children pretend to
shop using paper money and
coins.
Students use digital and
analogue clocks to tell time to
the quarter hour, half hour and
hour.

pictures from magazines
objects that are measured in
ml/l.
Play online game for
measurements
Make juice in class using
measuring cups/beakers.
Measure heights of students and
make a scale.
Measure the length of objects in
class
Measure objects and arrange
them in ascending and
descending
Human graphing of weights.
Arrange objects by measuring
them(ascending/descending).
Field trip to the nearby store
students get Rm10 and learn to
buy things (use of addition and
subtraction using money)
Play monopoly
Getting paid for chores
students maintain a record of
chores done at home and the
money they collect for it.
Students write about what they
do at specific times in a day.
They make a flip book.
Make their own clock.
Read The grouchy lady bug
story and make cards with time.
Students write the activity that
happens at that time. They can
retell the story in order by
arranging themselves in the
room.
Play time trail activity (board
game reading time).

Assessment

NA Formative assessment
Play game online
Pouring the desired quantity of
liquid by using measuring
cups/beaker
Measure the length of objects
Summative assessment
Students will make their own
fruit punch/ mocktail using
different measures of juices for
the class based on the recipe
for one.
NA

in class
Measure the weight of objects
in class.
Role play set up shop with
objects.
Field trip
Monopoly
Flip book
Making the clock
Board game

Measure several objects and
arrange from shortest to
longest.
Be able to add and subtract
lengths.
Measure several objects and
arrange from lightest to
heaviest.
Be able to add and subtract
weights.
Monopoly in class (stalls and
students spend their money.
They calculate how much they
spend, how much they are left
with) Sellers- how much they
sold, money earned
Students are given a specific
time and can write what
thetime will be 15 minutes
from then, an hour from then
and a half hour from then.

Resources

NA Internet
Books
Worksheets
Measuring cups/beakers
Objects that have Ml/l or are
measure din ml/l
Measuring tape
Meter scale
Kitchen scale
Weighing scale
Paper bags/parcels
Pictures of currencies and
coins

Measuring cups/beakers
Measuring tape
Meter scale
Kitchen scale
Weighing scale
Currencies and coins
Digital and analog clock
World map with time zones
Online clock

NA
Links NA UoI 4 Public areas strengthen
communities and provide
people with opportunities to
connect.
UoI 5 Materials behave and
interact in certain ways,
which determine how
people use them.
UoI 4 Public areas strengthen
communities and provide
people with opportunities to
connect.
UoI 5 Materials behave and interact
in certain ways, which
determine how people use
them.
NA
Notes NA NA NA NA

Grade 3 Conceptual
Understanding

NA Standard units allow us to have a
objects and events.


with different levels of accuracy
Objects and events have attributes
appropriate tools.

attributes
NA
Learning
Outcomes

A) Money
Counting money
Aware of currencies of the
world and its currency symbol
Writing money in Dollar/RM
and cent and vice versa
Addition and subtraction of
money in decimal notation
Solving word problems
involving addition and
subtraction of money in
decimal notation.

B) Measurement
Length in centimeter (cm),
meter (m) and kilometer (km)
Volume of liquid in milliliters
(ml) and liter (L),
Mass in gram (g) and kilogram
(kg) and able to read from
different scales
Able to solve word problems
involving length, mass, volume
and capacity.

C ) Time
Understand and application of
time terminology : minutes
before, minutes after, minutes
past, minutes to
telling and writing time to 1
minute.
Measurement of time in hours
and minutes.
A) Perimeter and Area
understand the use of standard
units to measure perimeter and
area.
use of terms, length and breadth
measurement of perimeter in
cm, m
measurement of area in square
units.
measurement of area in square
centimetres and square metres
measurement of area of a
rectangle.
solving word problems

B) Measurement
understand that measures can
fall between numbers on a
measurement scale, for
example, 3 kg, between
4 cm and 5 cm.
able to measure and read from
different measurement tools
understand relationships
between units, for example,
metres, centimetres and
millimetres
conversion of unit of
measurement : (cm, m and km),
(g and kg), (ml and L)

C ) Time
read and write digital and
analogue time on 12-hour and
NA

Writing in hours and minutes
(conversion of time in hours
and minutes to minutes only,
and vice versa)
time
Solving word problems
subtraction of time given in
hours and minutes.
24-hour clocks.

D) Angle
Understand an angle as a
measure of rotation.
Different types of angel and its
characteristic, eg: right angle,
obtuse angle and acute angle.

Questions

NA Money
Why are coins in a round
shape and dollars in a
rectangular shape?
Before money was introduced,
how do people participate in
buying and selling?
Why couldnt we maintain with
the way people used to buy
and sell?
Measurement
Why cant we measure with
feet and hands?
What are the unit of
measurement used for length,
mass and volume?
Observe the bottles found in
your home and record the
volume of liquid soap, cooking
oil, mineral water etc
Time
How many minutes in an hour?
How many hours in a day?
How can we record time?
How long did you spend
doing?
If a movie begins at 4.15 and
ends at quarter past six, how
long did it last?

Perimeter and Area
What is perimeter? (Form)
What is area? (Form)
How is area connected to
perimeter? (Connection)

Measurement
What is the measurement or
unit of each small section in the
scale of measuring tool ( ie
weighing scale, kitchen scale,
ruler, measurement jar? )
Can you change meter to
centimeter or vice versa?
Kilogram to gram? Liter to
milliliter? Vice versa?
Time
Where is 24hour time used?

Angle
How do know it is an angle?

NA

Activities

NA Money
You want to exchange your
coins of your saving at the
bank. What should you do?
( conversion of cents to RM )
Catalogue shopping :
Perimeter and Area
Find out the perimeter of your
table? If you need to cover the
tables top, what is the area of
your table?
Cut your graph paper into a
NA

Students are to record items
that they want to buy from the
catalogues, newspaper etc.
An amount of budget is given
and they will record how they
would spend the money, how
much they can save, as well as
they need to think of ways to
earn that amount needed to
purchase the items they
wanted.

Measurement
Students are asked to find out
the length of a rope,
whiteboard, and distance
between the whiteboard to the
wall at the back of the
classroom.
Find out the length of arm, foot
and height of partner.
Observe the
bottles/canister/carton found
in your home and record the
volume of liquid soap, cooking
oil, mineral water etc

Time
Role play in restaurant,
hospital ( daily conversation
about time which need to be
computed into digital/analog
time) Eg : Boss : We will have
meeting at half past 3 ) Staff :
Ok Sir.
Time elapsed: Record your
travelling time from you house
to school.

shape (teacher demonstrate the
shape cut out). Find out the
perimeter and the area of your
shape

Measurement
List down all the measuring
tools measure weigh, length and
volume.
Introduction of measuring tools.
Let the students observe the
measurement scale of each
measuring tools and let them
think of items that can be
measured with. Allow students
to measure items prepared or
items found in their
surrounding by using the
measuring tools.
Time
Find out where and who use 24
hour time
Find out what is the standard
way of telling time.

Angle
Find angles in your surrounding
Name angles that you know

Assessment

NA Formative Assessment
Money
How did you spend you
allowance?
o each child is given with a
booklet to record daily
expenses for a week (
Formative Assessment
Perimeter and Area
Calculate items given in
perimeter.
Students draw a picture on a
grid paper and calculate the
perimeter.
NA

money spent and saved )

Measurement
Students are asked to match
conversion cards into the right
group.
You are given with a bottle of
Ribena concentrate, a jar and a
measuring cup. How do you
prepare a drink to serve all the
thirsty guests in the hot day?

Time
Record your activities (time
start, time end and duration of
time spend) over the weekend.


Money
Students have to plan for a
party with a given budget.
They have to prepare the
budgeting plan, how much
they spend and save from the
amount given.

Measurement
You are going to cook one meal
for dinner and invite your
friends. Prepare a menu and
list down all the ingredients
needed for the recipe. Note :
You can demonstrate a cooking
session in the class as well
provided it is an easy-to-cook
meal.

Time
You are on a vacation. List
down the itinerary of the trip
and record the times spend for
each of the planned activities.

Measurement
Measure objects in m,cm and
mm.
Calculate the weight of more
than 2 items.
Reading volume of water in a
beaker.

Time
Students are given with
individual activity and required
to record the start time, end
time, duration and convert the
time into minutes.
Activity of problem solving a
puzzle and students are
required to record the time
involved.

Angle
Two groups of students, one
group form an angle and the
other group make a guess.

Perimeter and Area
Students are the interior
designers of a house .The owner
would like to install new carpet
in the living room. Students
need to determine the size of a
carpet needed as well as the
floor that will be covered.

Measurement
A group of chefs are going to
make the largest pizza in the
town. Prepare the ingredients
needed and estimate the weight
of the pizza ?

Time
Students are required to record
their travel time from home to

school for five days and convert
the time travelled into minutes.
( to look at the ability to record
time, addition of time and
conversion)

Angle
Find two examples for each
angles and differentiate all the
angles that you know.

Resources

NA Measurement : Measuring
tape, ruler, paper clips,
kitchen weighing scale,
weighing scale, empty food /
product boxes & bottles
Measurement : Measuring tape,
ruler, paper clips, kitchen
weighing scale, weighing scale,
empty food / product boxes &
bottles
NA

Links

NA UoI 3 The design of buildings and
structures is dependent
upon environmental factors,
human ingenuity, and
available materials.
UoI 5 - A variety of signs and
symbols facilitates local and
global communication.
UoI 3 The design of buildings and
structures is dependent upon
environmental factors,
UoI 5 - A variety of signs and
symbols facilitates local and
global communication.
NA
Notes NA NA NA NA
Grade 4 Conceptual
Understanding

NA NA Objects and events have attributes
appropriate tools.

attributes.
NA
Learning
Outcomes

Understand the use of standard
units to measure perimeter,
area and volume
Understand that measures can
example, 3 kg, between 4 cm
and 5 cm
NA

Questions

NA NA How can we measure the size of
something?
What is perimeter?
How is area connected to
perimeter?
NA

What would happen to the area
of something if the perimeter
changes?
What is area?

Activities

NA NA Students were given a
measuring tape and a piece of
paper. They were then asked to
measure any rectangle and
square object around them.
Students were given a few
pieces of cardboard measuring
10cm x 10 cm. They were asked
to create a layout and later
measure the perimeter and area
of the layout that were created

NA

Assessment

NA NA Students were asked to find the
perimeter of the whiteboard
and the perimeter of teachers
table and calculate the
difference of perimeter between
these 2 objects.
Students are given a layout of a
home and they are asked to find
the area and the perimeter of
that area like living room,
kitchen bedroom etc
NA

Resources

NA NA http://www.math-
aids.com/Geometry/Perimeter/
http://printables.atozteacherst
uff.com/download/math/area_
perimeter_3.pdf
http://printables.atozteacherst
uff.com/download/math/perim
eter_1.pdf
http://differentiationcentral.co
m/examples/G4_Area_and_Peri
meter_Unit.pdf
NA

Links
NA NA UoI 2 Family histories provide an
insight into cultural and
personal identity.
needs.
NA
Notes NA NA NA NA

Grade 5 Conceptual
Understanding

NA NA Objects and events have attributes
appropriate tools.

attributes.

Accuracy of measurement depends
on the situation and the precision of
the tool.

Conversion of units and
measurements allows us to make
sense of the world we live in.

A range of procedures exists to
measure different attributes of
objects and events.

Learning
Outcomes

Understand that measures can
example, 3 kg, between 4 cm
and 5cm
Understand relationships
between units, for example,
metres, centimetres and
millimetres.
Identify the base of a triangle
and its corresponding height.
area and volume
Volume of cube and cuboids
measure of rotation
Understand unit conversions
within measurement systems
(metric or customary).
Understand procedures for
finding area, perimeter and
volume
Understand the relationships
between area and perimeter,
between area and volume, and
between volume and capacity
Use of formula to calculate the
area of a triangle.

Questions

NA NA Do we use ratio in our daily life?
How can we accurately measure
a given object?
What is area? Form
Does everything have area?
Form
What do you look for in order to
identify a base of a triangle?
Why do the formulas of area,
perimeter and volume work?
Causation
Why are area, perimeter and
volume like they are? Causation
What is volume? Form
How can we know the volume of
a box without filling it with
What is the ratio chairs to
tables in the classroom?
What units should we use? If I
convert a unit of a
measurement, will it help me
to understand better?
How do we measure the size of
a turn that we make?
What is the vocabulary of
measuring rotation?
What are real-life examples of
angles?
How do you read a circular
scale
Do you use a formula to find
the unknown angles?

cubes?
How do we find the volume of a
box without using cubes?
Why is a cube used to measure
volume?
Where can I find cube and
cuboids in my daily life?
Do we use 3D shape?
What measurement do I look for
in order to measure volume of a
cube and a cuboid?
What is the angle on a straight
line?
What language do we use to
describe angles?
How can we identify the
different angles?
What are the relationships
between the different angles?
Where are angles to be found in
the immediate environment?
Why are angles a useful form of
measurement?
How do we use a protractor to
create or measure a given
angle?
How can we calculate angles
without the use of a protractor?
How are angles connected to a
circle?
What are the relationships
between angles and geometric
shapes?
How does the measurement of
angles relate to shapes?

Why triangles have different
measurement of angles?
Do you use a formula to find
the unknown angles?

Activities

NA NA Describe measures that fall
between numbers on a scale
Use decimal and fraction
notation in measurement, for
example, 3.2 cm, 1.47 kg, 1
miles
Read and interpret scales on a
range of measuring instruments
Estimate and measure using
Carry out simple unit
conversions within a system of
measurement (metric or
customary).
Students will multiply to
change a larger unit to smaller
unit, students will multiply.
e.g. 1.5km = ___m
o x 1000.

standard units of measurement:
perimeter, area and volume
Develop and describe formulas
for finding perimeter, area and
volume
o Students will explain how
to identify the base by
looking at the pictures of
different triangles. Then
they will explain that the
height of a triangle is
perpendicular to its base.
Students start by reviewing the
area of rectangles.
Draw rectangles on graph paper
Students figure out the area by
counting the number of squares
inside the rectangle.
Then students form a triangle
by drawing a diagonal through a
rectangle.
The diagonal divides the
rectangle in half, students guess
what the new area will be by
counting the squares inside the
triangle.
Now students figure out ways to
calculate the area of a triangle
by multiplying the base times
the height and dividing by two.
Students will write the formula
in a manila card.
Draw pictures where can
students find cubes and
cuboids.
Build solids with unit cubes.
Measure volume in cubic
units
centimetres and cubic
metres
Use a formula to calculate
the volume of a cube and
cuboid
Find the volume of the
I. To change a smaller
unit to bigger unit,
students will divide.
e.g. 665m = ___ km
665m 1000
II. To change a larger
unit to a smaller
unit, students will
multiply
III. To change a smaller
unit to a bigger unit,
students will divide.
IV. To change a larger
unit to a smaller
unit, students will
multiply
V. ii) To change a
smaller unit to a
bigger unit, students
will divide.
VI. . To change a larger
unit to a smaller
unit, students will
multiply
VII. ii) To change a
smaller unit to a
bigger unit, students
will divide.
eg . 325ml = ___liter
325 ml 1000 liter
Students use the formula =
1/2 (b x h) to solve the
problem d in groups then show
on the board.
Students are given worksheets
to do individually.
I. 1.Drawing pictures
of cube and cuboids
Students draw cubes and
cuboids on an isometric grid.
Students measure volume in
cubic units by counting the
number of cubes used in the
grid.
cubic centimetres and cubic

liquid in a rectangular tank
Solve problem sum with 3
steps.
ANGLES
Measure and construct angles in
degrees using a protractor
Students draw a straight
horizontal line on a big white
paper in groups. Then they
draw a vertical and a slanting
line crossing the horizontal line
and measure the angles on the
line.
Students draw, name
and write the properties of
different types of
triangle(obtuse, acute and right
angle)
o x + 95 = 180
Students use their knowledge to
find the unknown angles on the
worksheets given with the
diagram of different type of
angles.
Step 1: Get the sum of the
known angles.
30 + 65 + 150 + 73 = 318
Step 2: Subtract sum of known
angles from 360
360 318 = 42.
TRIANGLE
Students use straws to form the
triangles.
o Students draw, name
and write the properties of
different types of triangle using
criteria such as equal sides and
equal angles(Equilateral
Triangles ,
Isosceles Triangles and
Scalene Triangles)
Students will brainstorm in
groups the properties of the
angle given to them. Then add
all the three angles to get 180
e.g.: x+x+y=180
metres. Students will explain
the terms based on their
drawing in the grid.
Students write out the formula
on a cardboard in groups then
use the formula to calculate the
volume of a cube and cuboid in
the activity book.
Students observe the tank then
look for measurement of
height, length and breadth to
calculate using the formula to
find the volume of the liquid in
a rectangular tank.
Students solve the problem
sum with 3 steps by observing
the measurement of the tank
given in the activity book.
ANGLES
Students will stand facing the
whiteboard as North then they
turn to east and shout the
angles then they turn to south
and shout the angles then they
turn to west and shout the
angles finally back to north and
shout the angles.
First students write down the
properties of the angle then
they work out the unknown
angles.
TRIANGLE
o Students use the
knowledge of triangle that
is the sum of all the angles
in any triangle is 180. In
finding the unknown
angles in the math activity
bk.
Students will draw the lines
and the angle required using a
ruler and a protractor in the
activity book.

I. Each student will write
how the calculation is
done.
II. Each student will attempt
the task sheet given to
them.

Assessment

NA NA Select appropriate tools and
units of measurement
Select and use appropriate units
of measurement and tools to
solve problems in real-life
situations.
Determine and justify the level
of accuracy required to solve
real-life problems involving
measurement
sums on area of a triangle
related to their daily life to solve
individually.
measurement to solve problems
in real-life situations involving
sums of volume related to their
Students will be given question
sheets to write a different angle
fact and use their knowledge to
find the unknown angles.

sums related to their daily life
to solve individually
Use decimal and fractional
notation in measurement, for
example, 3.2 cm, 1.47 kg, 1
miles
Select appropriate tools and
units of measurement
Students will be given question
sheets to write a different
angle fact and use their
knowledge to find the
unknown angles.

Resources

NA NA AVERAGE

Stationeries

AREA OF A TRIANGLE

AVERAGE


Manila card, markers
Volume of cube and cuboid
EMPTY BOXES 3D shapes

ANGLES
Stationeries

Empty boxes
3D shapes

http://www.bbc.co.uk/
skillswise/ nmbers
http://edhelper.com/geo
metry.htm


TRIANGLE
Manila card, ruler,
markers (red, blue. black,
green

skills wise/ numbers

Links

NA NA UoI 4 Rituals, traditions and
artefacts provide a window
into the beliefs and values of
cultures.
UoI 5 People create organizations
to solve problems and
support human endeavour
and enterprise.
UoI 6 Biodiversity relies on
maintaining the
UoI 4 Rituals, traditions and
cultures.
and enterprise.
UoI 6 Biodiversity relies on
maintaining the
Notes NA NA NA NA

Grade 6 Conceptual
Understanding

NA NA Relationships exist between standard
attributes.
Accuracy of measurements depends
on the situation and the precision of
the tool.

Conversion of units and
measurements allows us to make
sense of the world we live in.

A range of procedures exists to
measure different attributes of
objects and events.
Learning
Outcomes

Understands unit conversions
within measurement systems
Understands procedures for
finding area, perimeter and
volume
convert a measurement from a
smaller unit to a larger unit in
decimal form, and vice versa,
o kilometres and metres
o metres and centimetres
o kilograms and grams
o litres and milliliters
o convert between l, ml and
cm3
o identify the base of a
triangle and its
corresponding height,
o use formula to calculate the
area of a triangle.
o find the area and perimeter
of a figure made up of some
of the following shapes:
square, rectangle, triangle,
semicircle and quarter
circle.
o read 12-hour and 24-hour
clocks
o calculate duration of time

Understands the
relationships between area
and perimeter, between
volume, and between
volume and capacity
o use formula to
calculate the area and
circumference of a
circle,
o find the area and
perimeter of
o semicircle (half circle)
o quarter circle
o solve word problems
involving area and
perimeter.
o find one dimension of a
cuboid given its
volume and the other
dimensions,
o find the length of one
edge of a cube given its
volume,
o find the height of a
cuboid given its
volume and base area,
o find the area of a face
of a cuboid given its
volume and one
dimension,
o use of the symbols
(square root) and 3
(cube root),
o solve word problems

involving volume of a
cube/ cuboid.
o find the volume of
liquid in a rectangular
tank,
o solve up to 3-step
word problems
involving the volume of
a cube/ cuboid.

Questions

NA NA Why conversion of units
very important?
Do all shapes with the
same perimeter have the
same area? (vice versa)
What can we know about
the perimeter of a
rectangle by knowing its
area?
What is the difference
between 12 hours system
and 24 hour system?
Why do we calculate the
duration of time?

Why are area, perimeter
and volume like they are?
Does the perimeter of the
composite figures change
depending on the
position of the initial
shapes?
Does the area of the
depending on the
position of the initial
shapes?
How many bottles of coke
would it take to fill a
swimming pool?

Activities

NA NA Carry out simple unit
conversions within a
system of measurement
1. Learning order of
units.
2. Stepping stones. Put
spots on the floor
representing each unit
and have class direct a
classmate along the set
to find a correct
measurement.
3. Have a statement to
help children
remember the order of
units. E.g: King
Henrys Daughter
Makes Delicious
Chocolate
Students find the
circumference and area
of different circles based
on their radius or
diameter.
Students must then find
the circumference and
area of circles after
theyve been halved or
quartered.
Students will knead the
dough and make a
doughnut. The diameter
of doughnut will be
measured and will be
inserted in the table
provided before they find
the area and the
circumference of the

Marshmallows
4. Get children to relate
names of units to
things other than
common
measurements. Meters,
litres, grams, bytes,
watts
Students investigate area
on maps and use
geoboards to model area
and perimeter.
Students use isometric dot
paper to draw a
representation of cubes,
and to calculate volume.
Play radius diameter snap.
Make a deck of circular
cards, each with a radius
or diameter written on
them. Students must slap
the card with the largest
circle judging by its radius
or diameter.
Students will make
sandwiches and measure
the base and height before
finding the area of the
sandwiches.
Students find the
perimeter and area of
various shapes and then
find the perimeter and
area of the shapes when
joined together. What did
they have to do
differently?
Give them 3D boxes and
shapes to measure out.
Make 3D shapes out of clay
to match a certain volume.
A range of thermometers,
jugs, weighing scales etc is
displayed. Students make
statements about what
they see, including
doughnut.
Find volume of different
objects by placing them
in a clear plastic tub filled
to the brim with water
and seeing how much
water they displace.
Give them a series of
containers; ask them how
many of each type they
will require to store an
allotted volume of water.
Find out how much
cement is needed to build
a set of steps.
Fair trade. Deal or no
deal.(eg. If coke is RM2 a
litre, is RM100 a fair price
for a tank of coke 3m
3
?)
Students try to make
three rectangles with an
area of 30 cm2.They are
asked if there is a limited
number of a rectangle
they can make and how
they know this.
Students design a poster
or banner or mural of a
specific area. They cost
the materials used based
on its dimensions.
Students are given a
range of boxes to
determine volume using
cubes. They should
record the procedures
they use with an eye to
developing a standard
procedure that can be
generalized and,
ultimately, turned into a
formula.
Students investigate and
compare the volume of
objects using cubes
Get students to find the

observations of the scale.
Students measure a
variety of objects and
record findings on a chart.
Develop and describe
formulas for finding
perimeter, area and
volume.
Play snap with card made
with 12 hour and 24 hour
clock times.

area of a rectangle. Then
cut the rectangle in half
from corner to corner
forming a triangle and
ask the students what the
area of the triangle is.

Assessment

NA NA Formative assessment:
Have students summarise
a table listing of different
metric units and their
symbols.
Have students convert
various measurements.
Have students find the
area of different triangles.
Select and use appropriate
units of measurements
and tools to solve
problems in real life
situations
Determine and justify the
level of accuracy required
to solve real-life problems
involving measurements
area and circumference of
various circles.
radius or diameter of a
circle given its area or
circumference.
Students can calculate the
possible dimensions of a
box by understanding the
procedure of finding
volume.
Have students translate
different times from 12
Formative assessment:
area and perimeter of
various composite
figures.
Find the volume of
various cuboids.
Find the number of
smaller cubes that would
fit inside a cuboid.
Find the length of one
side of a cuboid given its
mass and another side.

Students will be given 4
different types of
swimming pool. They
need to find the volume
of the swimming pool and
which pool will they
choose for their new
house. They need to
justify their answer.

hour clocks to 24 hour
clocks and vice versa.
Have students determine
what the time will be after
the passage of set amounts
of time.

Resources

NA NA http://www.mathsisfun.co
m/triangle.html
http://www.mathsisfun.co
m/geometry/circle.html
http://www.mathsisfun.co
m/numbers/cube-
root.html

http://www.mathsisfun.c
om/triangle.html
om/geometry/circle.html
om/numbers/cube-
root.html

Links

NA NA UoI 2 People can create or
manipulate messages to
target specific audiences.
UoI 6 Children worldwide
encounter a range of
challenges, risks and
opportunities.
UoI 2 People can create or
UoI 6 Children worldwide
encounter a range of
challenges, risks and
opportunities.
Notes NA NA This strand can be applied in any
other areas if necessary.
This strand can be applied in any
other areas if necessary.


Number Creche Conceptual
Understanding

Numbers are naming systems.

Numbers can be used in many ways
for different purposes in the real
world.
NA NA NA
Learning
Outcomes

Understand one-to-one
correspondence
Know how to count from 1- 10
Know the value for the number
1-10

NA NA NA

Questions

Can you count?
Can you take the right amount?
How many is there?
What number comes next?
NA NA NA

Activities

Students will count object.
Students take objects or counter
according to the number.
Students count from 1-10 using
their fingers
Students will sing number
rhymes songs such as Ten little
Monkeys jumping on the Bed, 5
Little ducks, Ten Little Speckle
frogs and etc.
NA NA NA

Assessment

Students will match the
numbers according to the
correct value.
NA NA NA

Resources

Youtube videos on numbers-
http://www.youtube.com/watc
h?v=dk9Yt1PqQiw
h?v=85M1yxIcHpw
h?v=1V4q60isaAg
h?v=Rz96rTGRJrI
Counters
Recyclable items
NA NA NA

Links

UoI 1 School is where we learn
develop and grow.
NA NA NA
NUMBER

come to new
understandings.
UoI 3 Family relationships
contribute to shaping our
identity.
Notes NA NA NA NA
Understanding

Number
Numbers are a naming system.

world.

Numbers are connected to each
other through a variety of
relationships.

Making connections between our
experiences with number can help
us to develop number sense.
NA NA NA
Learning
Outcomes

Understand that, for a set of
objects, the number name of the
last object counted describes
the quantity of the whole set
Understand the relative
magnitude of whole numbers
NA NA NA

Questions

Can we count ?
Can you take the correct
amount?
How can we find out how many
things are here?
What number comes next?
What was the number before
that?
NA NA NA

Activities

Counting activities
Children count objects
arranged in a line or randomly.
Children count drum beats or
claps in a rhythm.
Children count the number of
jumps it takes to cross the
room.
NA NA NA

Children count and compare
the letters of their names.

Birthday Cake Counting Game
Ss will pick a birthday card (a
number is printed on the
card). Ss will then place the
number of candles onto the
birthday cake.

Number rhymes and songs
Children join in with rhymes
and songs such as Five Little
Speckled Frogs, Ten Green
Bottles and One Man Went To
Mow.
Rockets taking off require a
countdown. Children start
from numbers other than ten
and use zero as part of the
sequence.

Estimating to 10
Pick up a few objects in a
closed fist and ask the children
to guess how many objects are
there. Open the hand and ask
them to guess again. Ask them
to count the objects to check
their estimates.
Place counters, sweets, coins,
marbles or other small objects
on a dish. Ask a group of
children to estimate how many
objects are there. Give them
the opportunity to change
their estimates if necessary.
Count the objects and then
discuss who was the nearest.
Repeat with different objects
and with different children
counting. Gradually increase
the number to 20.

Mathematical vocabulary
Model the language of

mathematics with which
children may not be so
familiar: more than, less than,
fewer, same as.
Encourage children to talk
about the numbers, and the
mathematical words they
know, in their painting,
drawing, food preparation and
role play.

One to one matching
Children match objects using
11 correspondence.
Children set the table for four
friends in the home corner.

Counting Game: Pot of Gold
Teachers have the child pick a
card with a number on it and
see if the he / she knows the
number. You then have the
child put a gold "nugget" on
top of the dots until all of the
dots are full.
The children should be
counting out loud when they
are placing nuggets. For
example, 3 gold nuggets on the
dots of the number 3 card.

Conservation of number
Act out the story of The Three
Billy Goats Gruff. Children can
see that even when one of the
goats trip-traps over the
bridge, there are still three
goats.
Ask six children (or any other
number) to stand in a group.
They may be holding numeral
cards. When they are bunched
together, count and identify all
six members of the group. Ask
the children to spread out
from each other and count

again. They can regroup in any
way to demonstrate the
conservation of number. This
activity can be repeated with a
variety of different objects.

Assessment

Children can recognize
numbers in their
immediate environment
and can read the
numbers on a clock face
or on a computer
keyboard.
Children can write the
number that is
represented when they
have counted objects.
Children can use these
new terms in their
discussions.
Children can reliably
count a given set of
objects.
Children can join in with
rhymes and songs that
involve
counting to and from 10.
Children can count
forwards and backwards
to and from 10.
Children can make
reasonable estimates of
small groups of
objects without
counting.
They can check their
estimate, and refine it if
necessary, after
counting.
Children can use these
new terms in their
discussions.
Children can use number
words and mathematical
NA NA NA

vocabulary in their play:
There are four plates,
I am four!, There are
more dogs in my
painting than cats, I
have the same number of
pencils as you.
Children can lay the
table to correspond to
one plate or cup
or set of cutlery for each
person.
Children can identify the
fact that there are still
three goats regardless of
their position.
The teacher could make
number labels for seats,
coat pegs etc for children
to find on their number
walk.
Assessment will be oral
in nature.
Children should have
richly varied
opportunities for
counting real objects
that are related to their
studies.
A wide variety of
everyday materials
should be used, as
well as some
mathematics
manipulatives such as
Unifix cubes.
There are many finger
and action rhymes
suitable for
developing an
awareness of numbers
and counting.
Compare the ease of
estimating when
children can/cannot see

the objects.
Estimation is a skill that
will develop with
experience and
will help children gain a
feel for numbers.
Children
must be given the
opportunity to check
their estimates so that
they are able to further
refine and improve their
estimation skills.
Try to find authentic
contexts in your units of
inquiry to
practise estimating up to
20.
From the earliest stages,
correct and appropriate
mathematical language
should be used.
Consistent use will
enable children to
remember, and use,
relevant mathematical
vocabulary with
confidence.
To conserve, in
mathematical terms,
means the amount stays
the same regardless of
the arrangement. Young
children are often fooled
by what their
eye sees when objects
are rearranged.
Lots of counting and
rearranging of
manipulatives will help
in overcoming this.
Children cannot be
taught how to conserve,
but an
understanding is

reached through reason
and experience.
Conservation can also
apply to measurement
relationships.

Resources

Video:
http://www.yout
ube.com/watch?v=HqG
BKm56Czw
http://www.youtube.co
m/watch?v=v9-
pEVaO4pM
m/watch?v=gLwrQBQ5J
JE
Website :
http://www.education.c
om/collection/frogdogd
og/counting-
kindergarten/
Real objects brought
from home, around the
school and in the class
Website:
http://pinterest.com/Er
inLyons/adding-
subtracting/
Video:
m/watch?v=feRV7t5djw
Y
NA NA NA

Links

UoI 1 People play different roles
in the communities to
which they belong.
UoI 2 We use our senses to
understand and explore
the world around us.
UoI 3 Stories can engage their
audience and
communicate meaning.
UoI 4 All living things go through
a process of change.

NA NA NA
Notes NA

NA NA NA

Grade 1 Conceptual
Understanding

Numbers are a naming system.

world.

Numbers are connected to each
other through a variety of
relationships.

Making connections between our
experiences with numbers can help
us to develop number senses.
The base 10 place value system is
used to represent numbers and
number relationships.

The operations of addition,
subtraction, multiplication and
division are related to each other and
are used to process information to
solve problems.

Numbers operations can be modelled
in a variety of ways.
NA NA
Learning
Outcomes

Understand one-to-one
correspondence.
Understand that for a set of
objects, the number name of
the last object counted,
describes the quantity of the
whole set.
Understand that numbers can
be constructed in multiple
ways
Model numbers to hundred using
the base 10 place value system.
Model addition and subtraction of
whole numbers.
Develop strategies for
memorizing addition and
subtraction number facts.
NA NA

Questions

How many objects do you
think I have in my hand now?
Did you change your estimate?
Why?
Which is easier to estimate?
Why?
How can we describe the order
in which these things, objects,
children are arranged?
How will we count these?
How can we be sure that we
have the right number of
plates/cups?
How many objects are here?
How many are there now?
Is it the same number?
How do you know?
How can we find an answer?
Are there any other ways to
find out?
What (materials) can we use to
help us?
What patterns do you notice in
the numbers to 100?
How can number patterns help
us to count and to learn more
about numbers?
How can we tell if one number is
bigger than another?
How is estimating connected to
counting?
What strategies can we use to
make good estimates?
How can estimating help us to
solve problems?
How can we record out
mathematical problems?
How can we explain our
mathematical thinking to others?
How can we model addition and
subtraction problems with larger
numbers?
What equation could help us to
solve that problem?
NA NA

Do we always find the same
answer even when we do
things in a different way?
CHANGE.
Which way works the best?
Why? REFLECTION.
What problem could help us to
solve that problem?
What problem could help us to
solve that equation?
How do we know when to
regroup? REFLECTION.
How can you work out addition
and subtraction problems in
your head?
How can knowing your addition
facts help you to solve
subtraction facts?
What are good ways to memorise
addition and subtraction facts?
How and in what ways, do
numbers change when we
add/subtract?
How can knowing about addition
and subtraction help us?
Is there only one way to solve
this problem?
How does multiplying change a
number?
How does dividing change a
number?
What is the connection between
multiplication and addition?
Can you see the connection
between multiplication &
division?

Activities

Number walk. Take care the
class on a numbers walks
around the classroom, school
or playground. The students
should point out numbers they
see and use them to create a
display of, numbers we can
see.
Reading and writing numbers.
Studetns use numerical cards
to label sets of objects. They
draw numbers in the sand
with their fingers, paint
numbers and make numbers
using modeling clay.
Counting activities. Students
Students use a calculator to find
number patterns. They starts
with zero, add 2 and record the
sum o a 100s chart. They
continue to add 2 to each sum
until they see a pattern forming.
They repeat the activity by
starting with zero and adding 5
each time, as well as starting
with zero and adding 10 each
time.
When given a larger group of
objects to count, students are
encouraged to group them in 2s,
5s or 10s, to help them count
accurately.
NA NA

count drum beats or claps in a
rhythm. They count the
number of jumps it takes to
cross the classroom etc. They
count and compare the letters
of their names.
Estimatng 10. Pick up a few
objects in a closed fist and ask
the children to guess how
many objects there are. Open
the hand and ask them to
guess again. Ask them to count
the objects and check the
number against their
estimates.
Place counters, sweets, coins,
marbles or other small objects
on a plate. Ask the students to
estimate how many there are.
Give them the opportunity to
change their estimates if
necessary. Count the objects
and then discuss who was the
nearest. Repeat with different
objects. Gradually increase the
number to 20.
Place in the race. Students
draw a picture based on the
following information: In the
Farmyard Olympics sprint,
horse came first, pig was
second and goat was in fourth
place, behind rooster.
Where in the line. Use cardinal
numbers on cards to label a
line. These can later be
replaced with ordinal
numbers. When children
arrive in the classroom, they
peg up a photo of themselves
in the order in which they
arrived.
Magic Numbers. Use a stick of
10 linked cubes. Out of sight of
the students, remove a certain
number of cubes and keep
Estimating to 100. Students are
shown a set of 10 cubes. They are
then shown another set of 40
cubes. They are told how many
are in each set. They are shown
another set of 20 cubes and are
asked to estimate how many
cubes are in this set. Students are
asked to explain the strategies
they used and how knowing the
amounts contained in the other
two sets helped them with their
estimations.
Using mathematical vocabulary
and symbols. Students are given
a picture showing an exchange of
objects (one person is handing
another person 2 out of 5
apples). Students describe what
is happening by using
mathematical vocabulary. They
record a relevant equation to
describe this situation.
Add & subtract to 20. Students
make up addition and
subtraction word problems for a
partner. Students play addition
and subtraction games, such as
Snap or Bingo, using different
written and numerical forms.
Number facts to 10. Throw two
dice. Add (or subtract) the two
numbers, initially through
counting but building up to
automatic.
Students are asked to solve
problem 4 + 3 in their head and
to explain the strategy they used.
They are then given the problem
4 + 5 and are asked to solve it
using a different strategy.
Students are asked which
strategy was easier to use and
which allowed them to solve the
problem fastest.
When do we add or subtract?

them hidden. Show the
remaining cubes to the
children and count them. Ask if
they can find the missing
magic number. Frequent
sessions of this kind quickly
build up number bond recall.
Mathematical vocabulary.
Model the language of
mathematics with which
children may not be so
familiar: more than, less than,
fewer, same as. Students can
use these new terms in their
discussions. Encourage
students to talk about the
numbers and the
mathematical words they
know in their drawings,
paintings, food preparation
and role play.
One-to-one Matching. Students
match objects using 1-1
correspondence. Students set
the table for four friends, etc.
Conservation of Numbers. Act
out the story of The Three
Billy Goats Gruff. Students can
see that even when one of the
goats trip-traps over the
bridge, there are still three
goats.
Ask a group of children to
stand in a group. They will be
holding numerical cards. When
they are bunched together,
count and identify each group
member. Ask the students to
spread out from each other
again. They can re-group in
any way to demonstrate the
conservation of numbers. This
activity can be repeated with a
variety of different objects.
Doing it My Way. Give the
students a problem and ask
Prepare simple addition and
subtraction problems with the
mathematical symbols missing.
Students are detectives working
out which symbols are missing
and explain how they know this.
Exploring multiplication &
division. Solve real-life problems
involving multiplication and
division in groups: There are 20
cubes for this activity and
everyone needs to have the same
number of cubes. There are 5
people in this group. How many
cubes will each person get?
Students work with their group
to solve the problem. Each group
shares their strategy and
mathematical thinking with the
other groups.

them to select materials to
help them solve it. Students
explain why they chose those
materials.
Students use manipulatives
that can be physically put
together and taken apart, such
as linking cubes. Once students
have understood this concept,
more abstract manipulatives
such as base blocks, can be
used.
Students are given a set of
objects and are asked to write
the numeral indicating the
quantity. Students are given a
number and asked to model
the quantity by using
manipulatives or by drawing
pictures.
Use number-name and
numeral cards to label sets of
objects.

Assessment

Children can recognize
numbers in their surrounding
environment and can read
numbers on a clock face and
computer keyboard.
Children can write the
numbers that are represented
when they have counted
objects.
Children can reliably count a
given set of objects.
Chidlren can join in with
rhymes and songs which
involve counting to and from
10.
Children can make reasonable
estimates of small groups of
objects without counting. They
can check their estimate and
refine it if necessary, after
counting.
Children can create pictures
that accurately represent the
Students can match a written
name and a numeral to a set of
objects.
Students can use a 100s chart
and can look for number
patterns. They can indicate the
patterns found (colouring in
boxes, encircling numbers).
Students can explain how the
number patterns work and can
determine a rule for these
number patterns.
Students can group stems for
counting and can explain how
this will help. Students are asked
if there are more in one pile than
in another and how they know.
Students are shown three glass
jars of the same size and shape.
Each jar contains cubes of the
same size. One jar has 30 cubes,
one has 60 and the other has 90.
Students can estimate how many
NA NA

information in the story.
Children can describe orally
the order in which they
arrived in the room, using the
correct ordinal numbers.
Children can show the
different ways in which they
can make addition sentences
using manipulatives that equal
4, 8, 10.
Children can use these new
terms in their discussions.
Children can lay the table to
correspond to one plate or cup
or set of cutlery for each
person.
Children can identify the fact
that there are still three goats
regardless of their position.
Children can explain why their
method will work. Chidlren
can select manipulatives to
help solve a problem.
Students can explain how the
base 10 system works to
another student.
cubes are in each of the jars and
can explain the strategies they
used to do this.
Students are given a word
problem and can solve the
problem, write the mathematical
equation and explain their
thinking, using mathematical
vocabulary and symbols.
Students can write an equation
to represent a problem situation
as well as create a context for an
equation.
Students are given two
problems, one involving
carrying, one involving
decomposition. They can solve
the problem using cubes and
place-value mats. Students can
record the equations that go with
their models and can explain
how they solved them.
Students can explain the
strategies they use to solve
addition and subtraction
problems in their head. Students
can record their accuracy and
speed of recalling addition and
subtraction facts to 10. They are
asked if they are satisfied with
that speed and what they could
do to become faster. Students
keep a record of their speed and
accuracy over time to determine
improvement.
Students can describe what will
happen in an addition or
subtraction calculation. They can
explain when they would use an
addition or subtraction equation.
Students can model the problem
and explain the strategy they
used, eg everyone in the group
needs to have three pieced of
paper for this activity. There are
four people in the group. How

many pieces of paper will your
group need?

Resources

Cubes, counters, sweets,
marbles, classroom objects,
numeral cards, sand tray,
modeling clay
Recording sheets, unifix cubes,
number cards, unifix cubes.
NA NA

Links

UoI 2 - We use our senses to
world around us.

UoI 2 - We use our senses to
world around us.

NA NA
Notes NA NA NA NA
Grade 2 Conceptual
Understanding

NA The base 10 place value system is

Fractions are ways of representing
whole-part relationships.

division are related to each other
and are used to process information
to solve problems.

The base 10 place value system can
be extended to represent
magnitude.

to solve problems.

Even complex operations can be
modeled in a variety of ways. ways,
for example, an algorithm is a way to
represent an operation.
NA
Learning
Outcomes

NA Students will br sble to:
Counting in tens/hundreds
Number notation and place value
Reading and writing numbers in
numerals and words
Comparing and ordering numbers
number line
Number patterns
Able to memorize tables
2,3,4,5,10
Able to solve 1 step word
problem involving multiplication
Use division symbol to write a
mathematical statement
Multiplication and division within
multiplication tables
Solving 1 step word problems
involving division
Interpretation of fraction as a
whole
Model numbers to hundreds or
beyond using the base 10 place
value system
Use whole numbers up to
hundreds or beyond in real-life
situations
Understand situations that involve
multiplication and division
Learn about links and connections
between multiplication and
division, understand the inverse
relationship between
Understand that multiplication is
repeated addition and that division
is repeated subtraction
Comparing and ordering fractions
fractions
NA

Reading and writing fractions

Questions

NA How are numbers ordered?
What is a number line?
How can you use the
multiplication tables to solve
division problems?
How to read and solve word
problems based on division?
How does division help in
fractions?
Where can we see fractions?
What are fractions with the same
denominator called?
What are fractions with 1 as
numerator called?
Play division bingo
How can we count a large
number?
Why do we need to multiply?
How to create your own word
problems?
What are the similarities
division?
Where do we use multiplication
and division?

NA

Activities

NA Bingo (for number words and
numerals)
Memory game (for number words
and numerals)
Writing on a grid (in tens)
Multiplication bingo
Sharing equally using counters or
manipulatives to create stories on
multiplication and division.
Making multiplication and
division rules
Divide whole piece into parts (to
introduce numerator and
denominator)
Using a number line, students
mark the various patterns of skip
counting. The 2s can be
underlined, the 3s put into
triangles and the 4s put into
squares.
Numbers race (to put the mixed
up numbers into order
ascending or descending)
Mystery bag (students create
word problems and they solve
them)
Make fraction strips and label
them
NA

Assessment

NA Create a number line and use it
to add and subtract given sums
Assessment with pictorial
stories

Make number chart up to 100
(complete with number words)
Multiplication grids,
multiplication puzzles and
problems

NA

Resources

NA Beads
Styrofoam
Manipulatives
Counters
Popsicle sticks
Marbles
Bottle caps
Number chart
Number line
www.ictgames.com
Beads
Styrofoam
Manipulatives
Counters
Popsicle sticks
Marbles
Bottle caps
Number chart
Number line
www.ictgames.com
NA

www.coolmath-games.com
Count the total numbers of static
images

Solve addition and subtraction
stories involving moving images
Charts made by children to show
fractions using common images
they found every day.

Links
NA UoI 1 Images communicate ideas
and information.

UoI 2 Many products go through a
process of change before
they are consumed or used.
UoI 1 Images communicate ideas
and information.

UoI 2 Many products go through a
process of change before they
are consumed or used.
NA
Notes NA NA NA NA
Grade 3 Conceptual
Understanding


whole part relationships.

to solve problems.

Number operations can be modelled

There are many mental methods
that can be applied for exact and
approximate computations.

magnitude.

Fractions and decimals are ways of
representing whole-part
relationships.

to solve problems.

NA
Learning
Outcomes

Number
number notations and place
values (thousands, hundreds,
tens, ones)
reading and writing numbers in
numerals and in words
addition and subtraction of
numbers up to 4 digits
use of terms sum and
difference
solving up to 2 step word
Numbers
Model numbers to thousands or
value system.
o Estimate quantities to 100
or beyond.
o understand that patterns
can be analysed and rules
identified
Use the language of addition and
subtraction, for example, add,
take away, plus, minus, sum,
NA

problems involving addition and
subtraction
Understand situations that
involve multiplication and
division.
Model multiplication and
division of whole numbers.
Use the language of
multiplication and division of
whole numbers.
Understand that multiplication
is repeated addition and that
division is repeated subtraction.

Fractions
Model equivalent fractions.
Use the language of fractions, for
example, numerator, and
denominator.
Model addition and subtraction
of fractions with related
denominators.
difference.
o Model addition and
subtraction of whole
numbers.
o develop strategies for
subtraction number facts.
o estimate sums and
differences.
Understand the inverse
multiplication and division.
Understand the associative and
commutative properties of
multiplication.

Fractions
Model equivalent fractions.
Use the language of fractions,
for example, numerator, and
denominator.
of fractions with related
denominators.

Questions

NA Numbers
What are the symbols used in
addition and subtraction?
What is the digit value for 7 in
7593?
What is the place value of 7 in
8927 ?
What is the largest & smallest
value of these 4 digits: 8, 0, 4, 1 ?

Fractions
Can different fractions be equal?
How do we know that one
fraction is greater than, smaller
than or equal to another?
Numbers
What patterns are in a row of a
multiplication table?
How can patterns help us
remember our multiplication
facts?
How are multiplication and
division connected?

Fractions
What are denominator, and
numerator?
What is equivalent fraction?
Can you arrange these fractions
according the largest / smallest
order?
NA

Activities

NA Numbers
Students record the items
bought in the canteen and
amount of money used / left.
Record the number of students
in Lower PYP classes and find
Numbers
Use manipulatives, grouping,
rote counting, and diamond
diagram to for the
multiplication. Which method
work best for you?
NA

the total number of students.

Fractions
Students fold the paper strip
and try to explain what
equivalent fractions are by using
the paper strip.

Fractions
Determine which is numerator
and denominator
Show your working to add /
subtract the fractions given

Assessment

NA Formative assessment.
Numbers
read and write whole numbers
up to hundreds or beyond
Give daily scenario that involve
addition and subtraction and
allow students to explain how to
solve problems given.

Fractions
Show me how can you share
equally your cake with 8
students?

Numbers
Can you estimate the total of
these two numbers?
Can you estimate the difference
of these two numbers?
Show your working and is your
estimation close to your
answer?

Fractions
Using a cake / pizza / chocolate
bar, show what is a whole and
what is fraction?

Numbers
oral and written mental maths
of multiplication and division
division with quotient and
remainder.

Fractions
Game show to test students
understanding of the term
denominator, numerator,
fraction.

Numbers
Can you estimate what is the
product of these two numbers ?
What is your actual answer
when you do the working steps
?
Show your working and
determine its quotient and
remainder.

Fractions
Solve the addition and
subtraction of fraction. Show
your working and explain how
you derived to the answer.
NA
Resources

NA Strips of papers, paper plates,
pizza, cake
Strips of papers, paper plates,
pizza, cake
NA

Links

NA UoI 2 The Earths physical
geography has an impact on
human interactions and
settlements.
UoI 2 The Earths physical
geography has an impact on
human interactions and
settlements.
NA
Notes NA NA NA NA

Grade 4 Conceptual
Understanding

used To represent numbers and

wholepart, relationships.

to solve problems.

Number operations can be modelled

There are many mental methods
that can be applied for exact and
approximate computations.

magnitude.

relationships.

to solve problems
NA
Learning
Outcomes

value system**
Estimate quantities to 100 or
beyond
Model simple fraction
relationships
subtraction, for example, add,
take away, plus, minus, sum,
difference
of whole numbers
subtraction number facts
Estimate sums and differences
understand situations that
involve multiplication and
division
of fractions with the same
denominator
Students to be able to:
Model numbers to thousands or
value syste
Model equivalent fractions Use
the language of fractions, for
example, numerator,
denominator
Model decimal fractions to
hundredths or beyond
Model multiplication and
division of whole numbers
Use the language of
multiplication and division, for
example, factor, multiple,
product, quotient, prime
numbers, composite number
model addition and subtraction
of fractions with
relateddenominators
of decimals.
NA
NA How do mathematicians write What is the role of decimal in NA

Questions

larger numbers?
Why do we use base 10?
causation
How can we use the base 10
system to show large numbers?
Which digit is the greatest?
How do we know?
How is estimating
connected to counting?

your daily life?
How does multiplication works
in our life?
How can fractions be calculated
with objects?
What is a fraction?
How can we use fraction in our
daily lives?
Can different fractions be equal?
How can we know when or
fraction is greater than, smaller
than or equal to another?
How can we add and subtract
fractions?
How do mathematicians write
fractions?
What is a numerator?
What is a denominator?

Activities

NA Activity 1
Instructional Procedures:
Review The learner will
identify, read and write
fractions. The learner will find
the least common multiple of
two numbers. The learner will
identify the symbols <, >, and =.
The learner will indicate what
equivalent means.
Lesson The teacher will
model examples of how to
compare two fractions using
fraction pieces and drawings.
The students will demonstrate
an understanding of how to
compare two fractions by doing
examples using an individual set
of fraction pieces and then
drawing the example on a piece
of paper. The students will then
indicate if the given sets of
fractions are greater than, less
than or equal to one another.
The teacher will model how to
rename fractions using the least
Activity 1
Students are required to bring a
hypermarket catalogue.
Students will have to shop within
the budget given buy the teacher.
Students were asked to list down
the details of the items bought.
Student will have to give an
estimation of his balance and is
asked to shop until he reaches his
limit.
Students were asked to add up
the cost of his purchases. If he is
under budget he is asked to add
another item into his list and vice
versa.
Read, write, compare and order
fractions to hundredths or
beyond

Activity 2
Each student has his own decimal
worksheet and scissors. Begin by
asking how many worksheets
each student has. (one) Stress
that decimals are a part of a
whole and that the decimals they
NA

common multiple to get a
common denominator. By using
this method, students will
realize that some fractions have
denominators that are ideally
too large to use fraction pieces
or drawings for. Using this
method, students will also
understand the concept of
equivalent fractions.
The students will compare given
fractions using the least
common multiple method of
comparing fractions. The
students will then indicate if the
given sets of fractions are
greater than, less than or equal
to one another.
fractions
Read and write equivalent
fractions
beyond
Ending Review/Evaluation
Teacher will check for
comprehension and
performance of the taught
concepts by rotating around the
room and checking students
performance on the given task

Activity !
The first step would take place
prior to the lesson. This involves
stopping by local pizza shops
and asking for them to donate
pizza boxes for this activity.
Each student will have their own
pizza box with one 8 cut pizza
design glued to the bottom of
the pizza box to act as a
reference. The other 8 cut pizza
design will be for the students to
manipulate to solve fractions.
will be cutting will be a part of
one whole piece of paper. Have
students cut out the tenths. There
will be 10 tenths. Again stress
how 10 tenths make one whole.
One of the tenths will be divided
into 10 hundredths. Have the
students cut that tenth apart.
Discuss how 10 hundredths make
one tenth

Activity 1
Procedure:
Break students up into two
groups. The first group can act
like customers in a restaurant.
The second group will be the
waiters.
The waiters should take down the
customers' food orders. They are
then responsible for adding up
the bill afterwards. (If there is
enough time, the waiters can
draw the food and give it to the
customers along with the bill.-
spatial intelligence)

3. The two groups switch roles.

Discussion Questions:
* When did you use multiplication
instead of addition? (when the
person ordered more than one
thing that cost the same price)
* Did you use subtraction? If so,
when?
* When would you have to use
division at a restaurant? (perhaps
to split a bill between a certain
number of people

Prior to using the pizzas, the
teacher can either review
fractions or introduce the topic
if it is new. The students can
perform a variety of addition
and subtraction fraction
problems. For example, "If you
ate 2 slices of pizza, what
fraction would represent the
number of pieces remaining?"
In addition to solving the math
problems, the students can
answer realistic questions
(guided by the teacher) to allow
them to make inferences and
higher order thinking. For
example, you can ask "If we
were to cut each of these 8 cuts
of pizza in half, will there be
more pizza?" another example
would be "If we were to cut each
of these 8 cuts of pizza in half,
how many pieces would there
be?"
When the activity is completed,
each student can replace all of
their slices of pizza in the pizza
box for the next time they are
put to use.
Have fun with the pizza, perhaps
at the end of the lesson, you
could order real pizza, but of
course not allow the students to
eat any until a fraction problem
is solved!
Activity 2
Provide each student with a
piece of rectangular paper. Fold
the paper in half. After you have
folded the paper in half, instruct
the students to do the same.
Explain that a fraction is a part
of a whole. You have divided a
whole piece of paper into two

equal parts.
Instruct the students to color
one of the two equal parts. Ask a
student to write 1/2 on the
board to show that one out of
the two equal parts is now
shaded.
Introduce the vocabulary words
numerator and denominator.
The numerator is the number of
parts shaded and the
denominator is the total number
of equal parts. (For those
students who have difficulty
remembering which is the
numerator and which is the
denominator, try this memory
association technique----In a
fraction, one number is UP
above the line and one is DOWN
below the line. Numerator has
an "u" in it and so does up;
denominator begins with "d"
and so does down.)
Repeat the same activity with
pieces of paper, demonstrating
1/4, 3/4, 1/3, 2/3, 1/8. Each
time, a student should write the
fraction on the board and
identify the numerator and the
denominator. If you prefer,
project a rectangle on the
overhead projector and divide
the rectangle into the same
fractions as those in the paper-
folding demonstration.
Equivalent Fractions: Ask
students to fold a rectangular
sheet of paper in half and color
one of the two equal parts. Ask
what fraction of the paper is
colored (1/2). Now have them
refold the same paper and then
fold it in half once again. Unfold.
How many equal parts now? (4)
What fraction is shaded (2/4 or

1/2) Since the amount of
shading has not changed, this
means that 1/2 = 2/4. Tell
students that 1/2 and 2/4 are
two names for the same amount.
Therefore, they are equivalent.
Now have students refold the
papers and then fold in half a
third time. Unfold. What new
fraction have they found that is
equivalent to 1/2 and 2/4?
(4/8) These three fractions
name the same amount.
TYING IT ALL TOGETHER: Once
students have a firm
understanding of equivalent
fractions, they will be ready to
find "another name" for a
fraction by multiplying or
dividing the numerator and
denominator by the same
(nonzero) number. This
emphasis on equivalent
fractions will pay dividends
when you begin teaching
fractions with unlike
denominators

ACTIVITIES AND PROCEDURES:
Setting up the gameboard:
Each child needs two pieces of
construction paper.
Instruct the students to take one
piece of paper and dothe
following:
o Fold in half from top
to bottom.
o Fold again from top
to bottom.
o Fold in half from side
to side.
o Fold again from side
to side.
When the students open the
paper, there should be 16

squares.
As you call out the products of
sixteen multiplication facts, the
students write those products in
a different square. Keep a list
for yourself of the facts that you
are using that day.
Students should fold the second
piece of paper exactly as they
did the other. Using scissors, cut
out the squares so that there are
sixteen pieces of paper to use on
their gameboard.

Playing the game :
Decide which kind of bingo you
want to play. Some of the games
we play are:
o horizontal,
o vertical,
o diagonal,
o postage stamp (four in
the top right hand
corner),
o "L" (four on the left and
four on the bottom),
o bulls eye (four in the
center)
o picture frame (all but
the four in the center),
o "X"(two diagonals).
Your students will come
up with other ideas.
Using the list of sixteen
multiplication facts, call out the
factors only. For example, you
say "2 x 5". The students must
know the product, find it on their
gameboard, and cover it with a
piece of paper. Students are not
allowed to tell other students
what the product is.
Continue calling out facts until
someone gets a bingo. Be sure to
mark on your master copy the
facts you called, so you can check

your winner to see if he/she
covered the correct products.
Keep a record of who wins the
most games. That student could
be the first in line for the day,
have extra free time, be excused
from the day's homework, etc.

TYING IT ALL TOGETHER:
This is a fun way for students to
use their knowledge of the
multiplication facts.

Assessment

Making sandwich using the given
number of bread and decided
number of people

Using a measuring tape to
measure, record and add up the
weight of selected objects using
weighing scale

Resources

NA http://www.math-
aids.com/Fractions/
http://www.k5learning.com/free
-math-worksheets/fourth-grade-
4/fractions
http://www.k5learning.com/free
-math-worksheets/fourth-grade-
4/decimals
http://www.edhelper.com/4th_G
rade_Fractions.htm
http://www.edhelper.com/Fracti
ons_and_Decimals.htm

NA
Links NA UoI 1 The effective interactions
between human body
systems contribute to health
and survival.
UoI 3 Through the arts people use
different forms of expression
to convey their uniqueness as
human beings.
UoI 1 The effective interactions
between human body
systems contribute to health
and survival.
UoI 3 Through the arts people use
different forms of
expression to convey their
uniqueness as human
beings.
NA
Notes NA NA NA NA
Grade 5 Conceptual
Understanding

numbers relationships.

There are many mental methods that
can be applied for exact and
approximate computation.

division are related to each other and
are used to process information to
solve problems

Even complex operations can be
modeled in a variety of ways, for
example, an algorithm is a way to
represent an operation.
The base 10 place value system
extends infinitely in two directions.

Fractions, decimal fractions and
percentage are ways of representing
whole-part relationships.

For fractional and decimal
computation, the ideas developed
for whole-numbered computation

relationships.
can apply.

Ratios are a comparison of two
numbers or quantities.
Learning
Outcomes

Numbers
Model numbers to millions or
value system

Fraction, Decimal & Percentage
Model equivalent fractions
Language of fractions, for example,
numerator, denominator
Model percentages

Numbers
Model of multiplication and
division of whole numbers
Estimate sum and differences

Model addition and subtraction of
fractions with related
denominator
Model of improper fractions and
mixed numbers
Understand the relationship
between fractions, decimals and
percentages
Numbers
Language of multiplication and
division, for example, factor,
multiple, product, quotient,
prime numbers, composite
numbers

Simplify fractions using
manipulative
Model addition, subtraction,
fractions

Ratio
Model ratios

Questions

NA Numbers
What is place value?
How does our knowledge of place
value relate to how we read large
numbers?
What is the relationship between a
place value system and the number
of digit it uses?
How does a value change in a place
value system?
How are the different places in
place value system related to one
another?

What is fraction?
How does a fraction relate to a
whole number?
How is a fraction represented?
How can we add and subtract
fractions of different sizes?
What is the language of fractions?
How is the language of fractions
connected to other mathematical
language?
Numbers
What are good ways to
memorize the multiplication
facts?
What are good ways to
memorize the division facts?
What patterns can you see in
multiplication tables?
How do these patterns assist in
your recall of facts?
What strategies can you use to
add and subtract mentally?
How does place value relate to
our understanding of
multiplying by two or more
digits?
Function

What is an improper fraction?
What is a mixed number?
How are improper fractions and
mixed numbers connected?
o Connection
How do we know that a fraction
Numbers
Can we live a day without using
numbers?
What happen when we add
numbers without applying place
values?
How does rounding of numbers
could help us?
How to plan the right operation?
What is BODMAS?
Where can I use numbers
involving more than millions?

How fraction is connected to
division?
Is fraction a part of something
split in equal parts as division?
Solve word problems involving
the 4 operations.
Round off answers to a specified
degree of accuracy.
Estimate the answers in
calculations and check
reasonableness of answers.

Model decimals fractions to
thousandths or beyond
What is a percentage?
To what do percentages relate?
What are real-life examples of
percentages?
Why are percentages used in
mathematics?
is smaller/ bigger than another?
How can two fractions be
compared?
How do we compare fractions
with different denominators?
Why are these two fractions the
same?
What pattern do you see in
equivalent fractions?
Why do we simplify fractions?
What mathematical
understandings do we use to
simplify fractions?
Understand the relationship
between fractions, decimals and
percentages
Model addition, subtraction,
multiplication and division of
decimals
Estimate and make
approximations in real-life
situations involving decimals
Use mental and written
strategies for adding,
subtracting, multiplying and
dividing involving decimals in
real-life situations
How are percentages, fractions
and decimals related?
Why can there be an
interchange between these?
How can we work out how much
we are saying when buying sale
articles?
Where can I find percentage in
my daily life?
Why is the symbol for
percentage is % and is read as
percent?
e.g. 25 % is read as twenty-five

Ratio
Where are ratios found in
everyday situations?
How is a ratios used to express a
relationship?
How is mathematic a language?
How do we interpret
mathematical language?
What cues are in language to
help us select the operation
needed to solve problem?

How do we know when to use a
particular process?
What words are signposts to
choosing an operation to solve
problem?
Why ratio is connected to
proportion?

Activities

NA Numbers
whole numbers up to millions and
beyond

Read and write equivalent
fractions
fractions and decimals?
How is a decimal a fraction?
percentages
Numbers
memorizing addition,
division number facts

fractions
beyond
How does addition and
Numbers
Describe mental and written
strategies for multiplication and
division

fractions
beyond
What happens to the values
when they are multiplied/

subtraction work with
decimals?
How is this connected to what
you know about place value?
What does the decimal point
represent in money terms?
divided by multiples of 10?
Why do we want to round to
decimal places?
When do we need to be less
precise/ more precise?
What is the meaning of decimals
notation?
Why the product gets smaller
when you multiply involving
decimals?
Convert between fractions,
decimals and percentages

Ratio
Read and write ratios

Assessment

NA Numbers
Use whole numbers up to millions
or beyond in real-life situations

Add and subtract fractions with
related denominators in real-life
situations
Numbers
Use fast recall of multiplication and
division number facts in real-life
situations
Use mental and written strategies
for multiplication and division in

Use strategies to evaluate the
reasonableness of answers
Convert improper fractions to
mixed numbers and vice versa in
Numbers
Estimate sum, difference,
product and quotient in real-life
situations, including fractions
and decimals
Select and use an appropriate
sequence of operations to solve
word problem
sums related to their daily life to
solve individually.

Simplify fractions in
computation answers
word problems
Use fractions, decimals and
percentages interchangeably in
Select and use appropriate
word problems
Use mental and written
strategies for adding,

subtracting, multiplying and
dividing fractions and decimals
in real-life situations
Estimate and make
situations involving fractions,
Use fractions, decimals and
percentages interchangeably in
word problems
Estimate and make
situations involving fractions,

Ratio
word problems

Resources

NA Numbers
Manila card
Glue
Markers

FRACTION, DECIMAL &
PERCENTAGE
Manila card to write down the
steps by students.
Manila card for number line in
decimals
Manila cards, glue
Worksheets
Drawing blocks
Markers
Coloured papers
Tape
Manilacard
Glue
http://www.homeschoolmath.ne
Numbers
Manila card
Glue
Markers

FRACTION, DECIMAL &
PERCENTAGE
Manila card to write down
the steps by students.
Manila card for number line
in decimals
Worksheets
Drawing blocks
Markers
Coloured papers
Tape
Manilacard
Glue
http://www.eduplace.com/m
ath/mw/models/overview/5
Numbers
Manila card
Glue
Markers

FRACTION, DECIMAL &
PERCENTAGE
Manila card to write down the
steps by students.
Manila card for number line in
decimals
Worksheets
Drawing blocks
Markers
Coloured papers
Tape
Manilacard
Glue

RATIO

t/worksheets/grade_5.php
http://www.counton.org/explore
r/fractions/-
_12_5.html Teabags
Sugar
Milk power
Hot water
Cups
Tea spoons
Muffin
Flour
Sugar
Eggs
Butter
Banana
Paper cups
Bowl
Beater
Plastic spoon
Baking tray
Drinks
Water
Orange juice
Slices of lemon
sugar
a big pot
spoons
jar
Beads in different colours
String
http://nationalstrategies.stand
ards.dcsf.gov.uk/downloads/p
df/ma_sf_exmp_70_036608.pdf
http://www.teach-kids-math-
by-model-
method.com/percentage.html

Links

NA UoI 1 Human rights and
responsibilities are defined to
enable us to live with dignity
and respect
UoI 2 Energy may be converted,
transformed and used to
support human progress.
UoI 3 Human migration is a
response to challenges, risks
and opportunities.

UoI 1 Human rights and
responsibilities are defined
to enable us to live with
dignity and respect
and opportunities.

UoI 1 Human rights and
dignity and respect
and opportunities.

Notes NA NA NA NA

Grade 6 Conceptual
Understanding

NA NA NA The base 10 place value system
extends infinitely in two directions.

Fractions, decimal fractions and
percentages are ways of
relationships.

For fractional and decimal
computation, the ideas developed
for whole-number computation can
apply.

Ratios are a comparison of two
numbers or quantities.
Learning
Outcomes

NA NA NA Students will be able to:
read, write and model
numbers, using the base
10 system, to millions
and beyond; and to
thousandths and beyond
express one quantity as
a fraction of another,
given their ratio, and
vice versa,
find how many times
one quantity is as large
as another, given their
ratio, and vice versa,
express one quantity as
a fraction of another
given the two quantities,
find the whole/ one part
when a whole is divided
into parts in a given
ratio,
solve word problems
involving 2 pairs of
ratios

Questions

NA NA NA How does our knowledge of
place value relate to how we
read large numbers?
What is the relationship
between a place value system
and the number of digits it

uses?
How does a value change in a
place value system?
Why are ratios useful?

Activities

NA NA NA model numbers to millions or
beyond using the base 10
place value system model
ratios
model integers in appropriate
contexts
model exponents and square
roots
model improper fractions and
mixed numbers simplify
fractions using manipulatives
model decimal fractions to
thousandths or beyond
model percentages
understand the relationship
between fractions, decimals
and percentages
Hold a short survey within the
class. Boys vs girls, green vs
blue, McDonalds vs KFC, ect.
Get the children to stand in
their groups each time and
right the ratios on the board.
Find examples of ratios in real
life (ie, scaling)
Write out recopies as a ratio
(ie, ratio of oats and water in
porridge is 1:2)

Assessment

Students given an obscure
recipe written out in fractions
and decimals. Students must
find out how much of each
ingredient they need and write
it as a ratio on their order form
Find out the best deals
between different imaginary
stores with different prices and
different discounts.
Find out the original prices of
items after given a discount
Get students to divide various

proper fractions
Students given an obscure
recipe written out in fractions
and decimals. Students must
find out how much of each
ingredient they need and write
it as a ratio on their order form.

Students will be given an
advertisement consisting 4
different types of houses. They
are asked to find the percent
change of the price of the
houses. Question papers are
differentiated based on the
students abilities. Students to
show the working plans and
they need to justify their
choices.

Resources

NA NA NA http://www.mathsisfun.com/n
umbers/ratio.html
http://www.mathsisfun.com/n
umbers/ratio.html
http://www.purplemath.com/
modules/ratio.htm
http://edhelper.com/percents.
htm
http://www.math10.com/tests
/word-problems-add-subtract-
multiplication-division.html

Links

NA NA NA UoI 2 - People can create or
area if necessary.

Pattern and
Function
Creche Conceptual
Understanding

Patterns and sequence occur in
everyday situations.
NA NA NA
Learning
Outcomes

Understand daily routines.
NA NA NA

Questions

What do you do daily?
What do you do next?
NA NA NA

Activities

Students get to know and share
about their daily routine in
school and at home.
Students learnt about the
different times of the day
(morning, afternoon, night) and
what they do at the different
times of the day.
Students draw what they do at
the different times of the day.
NA NA NA

Assessment

Students will be assessed
verbally on their thinking skills
in the sequence of day to night.
NA NA NA

Resources

Video from Youtube-
h?v=eUXkj6j6Ezw
Paper
Colour pencils
NA NA NA

Links

UoI 2 Through play we express our
feelings and ideas and come
to new understandings.
NA NA NA
Notes NA NA NA NA
Understanding

Pattern and sqeuence occur in
everyday situations..
NA NA NA
Learning
Outcomes

Understanding about pictures ,
colour patterning
identify describe , extend and
create pattern in various way.
NA NA NA

Questions

What is number that comes after
and before?
Why did you choose this colour?
Why apple has to be match with
apple? Why not apple and
NA NA NA
PATTERN AND FUNCTION

orange?

Activities

Human Pattern
Student will be asked to line up
one boy one girl to form a human
pattern Example: teacher teacher
doctor doctor
Picture Patern
Student will give two type of
picture and will asked to arrange
to form a pattern
Students will give given recycle
things to form their own pattern
example: Bottle bottle box box
Color or shapes patterning
Student will be asked to draw a
type of shape and given choice to
color two colors
NA NA NA

Assessment

Understand about the concepts,
children are able to create
pattern themselves
NA NA NA

Resources

Recycle things,color papers, Links NA NA NA

Links

UOI 3 - Stories can engage their
audience and communicate
meaning.
NA NA NA
Notes NA NA NA NA
Grade 1 Conceptual
Understanding

patterns and sequences occur in
everyday situation.

Patterns repeat and grow.

Whole numbers exhibit patterns
and relationships that can be
observed and described.

Patterns can be represented using
numbers and other symbols.
NA NA
Learning
Outcomes

Understand that patterns can be
found in everyday situations, for
example, sounds, actions, objects,
nature.
Children will create simple
patterns using real objects.

found in numbers, for example,
odd and even numbers, skip
counting.
relationships between addition
and subtraction.
communitative properties of
addition.
NA NA
What patterns can we make with Where do we find patterns? NA NA

Questions

these shells, buttons, blocks?
FUNCTION.
Can we make a different pattern
with them?

What do you know about
patterns?
How can patterns help us?
In what ways are patterns
similar and/or different?
What can go into the missing
space?
Is that the only possible
shape/colour?
In how many different ways can
you describe a pattern?
What is a pattern?

Activities

Students are given pictures to
look at which may/may not
include simple patterns. They
discuss and describe the patterns
they see.
Children recognize patterns in
animals: stripes, spots, feathers,
wings of butterflies etc.
Children recognize patterns in
carpets, architecture and
common household objects.
What patterns can we make with
these shells, buttons, blocks?
FUNCTION.
Can we make different patterns
with them?
Creating and extending patterns.
Students are given a pattern
created with pattern blocks.
They are asked to describe and
pattern and to extend it.
Using coloured cubes or squares,
the teacher makes a pattern and
leaves space for the student to
complete it.
Students prepare patterns for
each other to complete.
Using a variety of manipulatives,
students create and describe two
different patterns. They compare
whether their two patterns are
similar or not and justify their
answer.
NA NA

Assessment

Children can use their own
explanations to describe patterns
they see and can identify and
describe the repetitive features.
Children can predict the next step
in a pattern.
Children can identify the common
features of each pattern and are
able to compare the patterns to
identify similarities and
differences.
Children can create their own
patterns or identify if two
patterns are the same.
Students can find, describe and
extend a pattern in their
surrounding environment and
justify how they know its a
pattern.
Students are given labels such as
AABBCC and can create and
describe the pattern following
this form. They can create and
describe a second pattern,
following the same form and can
show that the two patterns are
the same.
NA NA

Resources

Blocks, classroom materials,
shapes.
Blocks, classroom materials,
shapes.
NA NA

Links

UoI 6 - Journeys create change and
can lead to new opportunities.

UoI 6 - Journeys create change and
can lead to new
opportunities
NA NA
Notes NA NA NA NA
Grade 2 Conceptual
Understanding

NA Whole numbers exhibit patterns

Functions are relationships or rules
that uniquely associate members of
one set with members of another set.

By analysing patterns and identifying
rules for patterns it is possible to
make predictions.
NA
Learning
Outcomes

Counting in tens/hundreds
Number notation and place value
Reading and writing numbers in
numerals and words
Comparing and ordering
numbers number line
Number patterns
numbers up to 3 digits
Solving 2-step word problems
subtraction

value system
Use whole numbers up to
hundreds or beyond in real-life
situations
subtraction
Use mental and written strategies
for addition and subtraction of two
digit numbers or beyond in real life
situations

NA

Questions

NA How are the numbers ordered?
What is a number line?
What are ascending and
descending?
How do we add using carry over?
How do we subtract a bigger
digit from a smaller digit
(borrowing)?
How can we count a large
number?
How can you work out addition
and subtraction problems in your
head?
How can knowing addition and
subtraction help us?

NA

Activities

NA Bingo (for number words and
numerals)
Memory game (for number
words and numerals)
Writing on a grid (in tens and
hundreds)
Pair work to create addition and
subtraction word problems for
each other.
Addition chart game
Detective prepare simple
addition and subtraction
Using a number line, students
mark the various patterns of skip
counting. The 2s can be
underlined, the 3s put into
triangles and the 4s put into
squares.
Numbers race (to put the mixed
up numbers into order
ascending or descending)
Throw 2 dice add or subtract 2
numbers or more
NA

problems with missing
mathematical symbols. Students
are detectives in figuring out the
missing symbols.

Assessment

NA Addition or subtraction race /
treasure hunt
Addition and subtraction bingo
Addition pyramid
Role play on simple addition and
subtraction stories
Do different addition and
subtraction activities as students
move from one work station to
another. Students will be timed on
completion of all areas.
Brainstorming on the key words
and the importance of addition
and subtraction
NA

Resources

NA Beads
Styrofoam
Manipulatives
Counters
Popsicle sticks
Marbles
Bottle caps
Number chart
Number line
www.ictgames.com
Beads
Styrofoam
Manipulatives
Counters
Popsicle sticks
Marbles
Bottle caps
Number chart
Number line
www.ictgames.com
NA

Links
NA Nil Nil NA
Notes NA NA NA NA
Grade 3 Conceptual
Understanding




make predictions.
NA
Learning
Outcomes

counting
o omparing and ordering
numbers.
o odd and even numbers.
o number patterns.
relationship between addition
and subtraction
understand that patterns can be
analysed and rules identified
understand that multiplication is
understand the inverse
understand the associative and
multiplication.
NA

addition.

Questions

NA How are addition and
subtraction connected?
How would you know what is
the number to be filled in the
blanks when you observe the
number pattern?
Can you count in tens ?
hundreds?
What are the symbols used in
In what other way can you
represent groups of eg:
5,6,7,8,9,11,12 ?
What can you conclude from the
number sentence below :
7 x 8 = 56
8 x __ = 56
__ ___ =
__ ___ =

NA

Activities

NA Problem solving of addition and
subtraction.
by having role play in the class.
Student are given cards to add
and subtract and find the
partner who holds the right
answer.
Bingo game of addition and
subtraction
Student are given cards to
multiply and find the partner
who holds the right answer.
Bingo game of multiplication and
division

NA

Assessment

NA Formative assessment.
Practice with addition and
subtraction of tens, hundreds,
thousands, skip counting
decreasing and increasing
order.
Students find the increment/
decrement number against
period of time to see a pattern
or trend setting. Estimate the
increment / decrement.
Task can be given : What is the
number of population in a state
between year 2008-20013 /
increment number of cars in
capital city between Jan June
2013 ?/ number of endangered
species eg : Siberian Tiger,
Panda etc
Multiplication of 5 until 9.
Students can choose to solve
problems with methods that
suits them eg : rote counting,
using manipulatives, using the
diamond diagrams.
Show your solution to daily
problem solving that involves
multiplication and subtraction.

NA

Resources

NA Maths geometrical puzzles,
data from report,
weather pattern,
Maths geometrical puzzles,
data from report,
weather pattern,
NA

flight boarding time.
Maths cubes,
marbles,
sticks.
flight boarding time.
Maths cubes,
marbles,
sticks.

Links

NA UoI 1 - When interacting with

UoI 1 - When interacting with

NA
Notes NA NA NA NA
Grade 4 Conceptual
Understanding


numbers and other symbols

make predictions.
NA
Learning
Outcomes

counting
relationship between addition
and subtraction
addition

analysed and rules identified
relationship betwee multiplication
and division
multiplication.
NA

Questions

NA What language is used when we
add and subtract?
What symbols do
mathematicians use to show

Why is multiplication important
to us?
How are 6x5 and 5x6 connected?
When do you need to use
multiplication tables?
What language is used when we
multiply or divide?
What symbols do mathematicians
use to show a multiplication or
division equation?
What is a product?
What is a quotient?
How can we solve this equation?
What mathematical operation will
help us to solve this equation?
Are there other ways to solve the
NA

problem?

Activities

NA Bingo Game
Addition and Subtraction using
manipulative
Quiz using questions projected
on powerpoint
Guessing mysterious number in
the box
Activity 1
In class, you will review the
multiplication facts and what a
factor is. The students should
know that some numbers have
more factors than others. You
will then introduce prime and
composite numbers to them. You
can give them numbers like 2, 3, 5,
7, 11, and have them write their
factors down. Ask them if they
notice anything similar about their
factors. You will then thoroughly
explain the concept of prime
numbers. Preview the software
before having the students play
the game; in case they have any
questions you will be able to
answer them without having to
refer to the handbook or taking
time away from them. Have them
play the Number Munchers
game. They can begin with the
primes. When you teach them
about multiples, they can play the
multiples section also. There are
options on the game that you can
alter. You can change the level of
the game from 3rd grade easy to
3rd grade advanced. Obviously,
you are going to start with the
easy and later on can work up to
advanced.
Hardware and software
requirements: This version of
Number Munchers requires an
IBM or Tandy computer that runs
with DOS 2.1 or later and has at
least 512K of memory.
Instructions to the students: Go to
the computer and play "NUMBER
MUNCHERS". Play the
primes. Once you lose, record
NA

your name on the winner's
list. Play two games and then do
the worksheet.
Student handouts: A handout
similar to the Number Munchers
game will be given out. Students
will have to circle all the prime
numbers.
Actitivy 2
Start with
rectangular arrangements of
square objects: 12 cubes can be
arranged
as a 6X2 rectangle, a 3X4 rectangle
or a 12X1 rectangle. Include
commutative relations.
Move gradually to rectangular
arrangements of monomials with
integers and then monomials with
binomials such as x^2 +3x noting
that there is only one possible
rectangular arrangement where
the sides are x by x+3. Extend to
binomial factors (keeping the
factors with additive terms helps
in the early stages) x+5 by x+1
being the sides possible with a
rectangle x^2 +6x +5. Lots of
examples in algebra lab gear and
algebra tiles booklets available
from producers of these products.
If you don't have overhead or
student versions of these products
available, you can diagram the
rectangles but the overhead
versions of these products are
very helpful.
The process of multiplication of
two factors becomes one of
forming a rectangle where the
lengths of the sides are the factors.
Factoring a quadratic polynomial
becomes a process of forming a

rectangle and then finding the
lengths of the sides. If no rectangle
is possible, the polynomial will not
factor over the set of integers..

Assessment

NA Students will have to plan for a
party within a given budget
NA

Resources

NA http://www.softschools.com/gra
des/4th_grade/math/
http://www.math4children.com
/Grade4/worksheets/addition/A
ddition%2012.pdf
/Grade4/worksheets/Subtractio
n/new%20worksheets/Subtracti
on%2010.pdf
/Grade4/worksheets/index.html
/Grade4/worksheets/Subtractio
n/subtraction_missing_number_a
ns2.pdf

http://www.superteacherworksh
eets.com/word-problems-multi-
step.html
http://www.homeschoolmath.net
/worksheets/grade_4.php
http://www.math-
aids.com/Mixed_Problems/

NA

Links
NA UoI 3 - Through the arts people use
to convey their uniqueness
as human beings.
UoI 3 - Through the arts people use
to convey their uniqueness as
human beings.
NA
Notes NA NA NA NA
Grade 5 Conceptual
Understanding

NA NA Functions are relationships or rules

make predictions.
NA
Learning
Outcomes

Understand the pattern of
BODMAS
repeated addition and that
division is repeated subtraction
understand the inverse
NA

multiplication.

Questions

NA NA How do you differentiate
decision in a problem solving
question?
multiplication and addition?
division and subtraction?
Which sequence do you do when
if it a BODMAS question?
NA

Activities

NA NA Station game
Bingo game
Case study
Mental math
NA

Assessment

NA NA Students will be given a case
study on the current Unit of
inquiry to solve the problem
given.
Students will receive different
task sheets depending on their
level.
NA

Resources

NA NA http://www.mathworksheets4ki
ds.com/activities/6th-grade.html
http://www.mathsisfun.com/op
eration-order-bodmas.html
http://www.abacustraining.biz/
bodmasExercises.htm
NA

Links

NA NA UoI 1 - Human rights and
dignity and respect.
NA
Notes NA NA Nil Nil
Grade 6 Conceptual
Understanding

NA NA NA Patterns can often be generalized
using algebraic expressions,
equations or functions.

Exponential notation is a powerful
way to express repeated products of
the same number.
Learning
Outcomes

NA NA NA Students will be able to
represent an unknown
number using a letter,
use simple algebraic

expressions such as
*y 2, 6 y
*y + y
*3y
*y/2
*(3y)/5
interpret
3y as y + y + y or 3 y
y/2 as y 2 or 1/2 y
(3y)/5 as (3 y) 5 or
1/5 (3 y)
simplify algebraic
expressions,
evaluate simple algebraic
expressions by
substitution,
solve word problems
involving algebraic
expressions.

Questions

NA NA NA Why is Algebra important?
Why do we represent an
unknown number in algebraic
expressions?
Can algebraic expressions be
replaced other than letters?

Activities

NA NA NA A scale is set with marbles
placed on each end and a
cardboard box with an
unknown number of marbles
inside it placed on one side.
Students must figure out how
many marbles are inside the
box but the scales must never
be out of balance. Compare the
balance of the scales to an equal
sign.
Get students to solve simple
algebraic expressions by doing
the same things to both sides of
an equation.
Eg.
o 2x + 10x = 36 + 3x
o 12x = 36 + 3x (-3x)
o 9x = 36 (/9)
o x = 4

Assessment

Have students solve a series of
algebraic expressions.

Summative Assessment:
Students to describe the history
Algebra and the importance of
Algebraic expressions in todays
Mathematics. Students will be
given some algebraic sums and
students will need to show
different ways to solve the
problem.

Resources

NA NA NA http://www.mathsisfun.com/al
gebra/add-subtract-
balance.html
http://www.eduplace.com/kids
/mw/practice/ep_6.html
http://www.mathworksheets4
kids.com/activities/6th-
grade.html

Links

NA NA NA UoI 5 - Evidence of past civilizations
can be used to make
connections to present-day
societies.
area if necessary.


Shape and
Space
Creche Conceptual
Understanding

Shapes can be described and
organized according to their
properties.

NA NA NA
Learning
Outcomes

Understand the different types of
shapes.
Understand that common
language can be used to describe
position and direction, for
example, inside, outside, above
below, next to ant etc.
NA NA NA

Questions

What shape is this?
What shape can u find in the
classroom?
What shape can you draw?
NA NA NA

Activities

Students go around the
classroom as well as outside the
classroom and identify the
different shapes in the classroom.
Students draw the different
shapes they know and have seen
around the school.
NA NA NA

Assessment

Students identify the different
shapes in the classroom.
NA NA NA

Resources

Items around the school
Crayons
Colour pencils
paper
NA NA NA

Links

UoI 1 School is where we learn,
develop and grow.
come to new
understandings.
NA NA NA
Notes NA NA NA NA
Understanding

properties.
NA NA NA
Learning Students will be able to: NA NA NA
SHAPE AND SPACE

Outcomes

Identify the different shapes
around them.
Distinguish each and every
shape
Know the importance of shapes
Draw out each and every shape

Questions

What shapes can you find in
classroom?
What shape is this?
Can you draw a shape for me?
NA NA NA

Activities

Students have to find types of
shape that they can find in
classroom.
Students will be taken around
the school and they are assigned
to draw the shapes that they can
find in school.
NA NA NA

Assessment

Students are able to identify the
shapes
Able to sort out the shapes to
the correct category
NA NA NA

Resources

Papers,
manipulative,

NA NA NA

Links

Nil NA NA NA
Notes NA NA NA NA
Grade 1 Conceptual
Understanding

properties.

Objects in our immediate
environment have position in space
that can be described according to
a point of reference.

Shapes are classified and names
according to their properties.
NA NA
Learning
Outcomes

Understand that 2D and 3D
shapes have characteristcs that
can be described and compared.
Understand that common
language can be used to
describe position and direction,
for example, inside, outside,
Understand that there are
relationships among and
between 2D and 3D shapes.
Understand that 2D and 3D
shapes can be created by putting
together and/or taking apart
other shapes.
NA NA

above, below, next to, behind, in
front of, up and down.

Questions

What is the same about these
shapes?
What is different about them?
FUNCTION.
What is the same about shapes
which are flat/curved?
How can we use these shapes?
RESPONSIBILITY.
What can you tell me about your
shape? REFLECTION.
Why is a block the best shape
for building a tower?
CAUSATION.
Can we make this shape from
other shapes? CAUSATION.
Does shape change if its size
changes?
Does size change if its shape
changes?
Does it always look the same
when you turn it upside
down/over?
How can knowing about 2D
shapes help you to learn more
about 3D shapes?
How are these shapes the same
as, and different from, each
other?
Which 2D shapes make up 3D
shapes?
Can you explain how a cereal box
is made? CHANGE.
Which words do mathematicians
use to describe different shape
parts?
What do you know about 2D
shapes?
How do you know if a shape is
2D?
Where can you find 2D shapes?
What matierials can we use to
create 2D shapes?
What are these shapes like?
FORM.
How are they the same as, and
different from each other?
FUNCTION.
What are the properties f similar
3D shapes?
What mathematical names do we
give to these shapes?
How many different ways can we
sort these shapes?
Which words do mathematicians
use to describe different shape
parts?
NA NA

Activities

Exploring 3D shapes, children
are given a variety of 3D objects
which may include geometric
shapes. They are encouraged to
look at the objects in a variety of
ways, and from different
directions, to identify
similarities and differences.
Children are given a variety of
shapes and objects to explore by
Finding 2D faces in 3D shapes.
Students trace around, paint and
print 3D shape faces. Students
deconstruct 3D shapes into 2D
shape faces. Students cut up a 3D
container in order to see the 2D
elements. They sort and mark
the 2D pieces according to shape.
For example, colour all of the
squares red and all of the
NA NA

touching, observing and talking
about them.
Children explore whether
objects/shapes roll or stack.
rectangles blue. Then students
reconstruct the container and
describe the 2D aspects of it.
Creating 2D shapes. Students are
given a description of a 2D shape
and are asked to create the shape
using different materials: pencils,
paper, tape, paint, geo boards.
Sorting 2D and 3D shapes.
Students sort 2D and 3D shapes
(real objects and geometric
shapes) into different sets. They
discuss what is the
same/different about the shapes
and describe the properties.
Students explain why they
sorted the shapes in the way
they did and provide labels for
each set based on their
explanation. Looking at a
students work, the other
students describe the sets and
provide labels for each set.
Students look for examples of
shapes in their surrounding
environment and explain how
they recognize them by their
characteristics.
Students can point out a variety
of 2D and 3D shapes in their
surrounding environment and
describe the attributes of each
shape.
Provide opportunities for
describing real objects using
mathematical vocabulary: side,
corner, diagonal.
Shape Hunt: Allow the students
to hunt for shapes. Give them a
few minutes to bring all things
which are the shape they were
looking for. Allow the students to
draw the items onto paper.
Snack shapes. Make patterns
with biscuit or crackers of
different shapes. If the students

can complete the pattern, they
may keep the food/snack.

Assessment

Students can sort and describe
the shapes and talk about how
they work.
The students can name some of
the shapes and begin to classify
them according to the shapes
attributes.
Online games. NA NA

Resources

2D & 3D objects.

2D & 3D objects. NA NA

Links

UoI 5 - The Earths natural cycles
living things.
UoI 5 - The Earths natural cycles
living things.
NA NA
Notes NA NA NA NA
Grade 2 Conceptual
Understanding

NA Shapes are classified and named
Some shapes are made up of parts
that repeat in some way.
Specific vocabulary can be used to
describe an objects position in
space.
Changing the position of a shape does
not alter its properties.
Shapes can be transformed in
different ways.
Geometric shapes and vocabulary are
useful for representing and
describing objects and events in real-
world situations.
NA
Learning
Outcomes

Identify basic 2D shapes such as
rectangle, square, triangle,
semicircle, quarter circle.
Parts of 2D shapes (corner,
straight side, face).
Understand that geometric
shapes are useful for
representing real world
situations.
Identify basic shapes such as Cube,
cuboids, cone, cylinder.
Parts of 3-D shapes (corner or
vertex, edge, face)

NA

Questions

NA How are these shapes different?
Play the guessing game (in pairs-
I spy).

How are shapes used in our daily
lives?
Where can we see these shapes?

NA

Activities

NA Create 2D shapes using materials
such as toothpicks, pulses,
modelling clay, Geoboards).
Make a scrapbook each page has
a shape and objects in that shape.
Students research and collect
NA

Make simple songs for each
shape.
Shapes song.
pictures for sticking.
Play the guessing game (in pairs- I
spy).
Exploring with 2D shapes (super
imposing and making patterns)

Assessment

Making shapes using materials
Using cut out shapes to make
pictures/patterns

Summative assessment
Use 2D and 3D shapes to make
some object- name the shapes
used.

NA

Resources

NA Picture/things made of different
shapes brought in by students
Objects of different shapes

Picture/things made of different
shapes brought in by students
Objects of different shapes

NA

Links
NA UoI 5 Materials behave and
interact in certain ways,
which determine how
people use them.
UoI 5 Materials behave and interact
in certain ways, which
determine how people use
them.
NA
Notes NA NA NA NA
Grade 3 Conceptual
Understanding

NA Shapes are classified and named

Some shapes are made up of parts
that repeat in some way.

Specific vocabulary can be used to
describe an objects position in
space.

Changing the position of a shape does

different ways.

world situations.

NA
Learning
Outcomes

A) Perpendicular and parallel
lines
identifying and naming
perpendicular and parallel lines.

B) Angles
angles as amount of turning
recognise and use the four
compass directions N,S,E AND W
identifying angles in 2-D and 3-d
objects.
identifying angles in 2d figures.
identifying right angles, greater
Angles
understand an angle as a measure
of rotation
NA

than or smaller than a right angle.

Questions

NA Perpendicular and parallel lines
Where can u find perpendicular
and parallel line around us?
What are the criteria of
perpendicular and parallel lines?
How are they difference from
each other?
Angles
Why do we learn angles?
What is a right angle ?
How many angles can we make
with our body?
Angles
In a circle, how many angles can
you make?
NA

Activities

NA Perpendicular and parallel lines
Allow students to find out what
do they understand with
perpendicular and parallel lines.
Angles
Students share in class discussion
on how many right angles of
items found at home.

Angles
Using the protractor to understand
the value of right angle, and other
angles.

NA

Assessment

Perpendicular and parallel lines
What is parallel line and
perpendicular line ?

Angles
Students draw angles on a grid
paper.
Finding right angles that are
found in the surrounding.

Perpendicular and parallel lines
Determine whether the lines
given are perpendicular or
parallel lines.
Show and share how did you
know to confirm your answers.

Angles
Students make a geometry board
Formative assessment
Angles
Show and name the angles in a
circle, rectangle, square and
triangle.

Students are given with scenarios.
Name all the angles that are found
in the surrounding.

NA

with clay and toothpicks.
Students use rubber band to form
shape with right angle

Resources

NA Measuring tape,
rulers,
grid papers,
strings,
protractors,
compass
Measuring tape,
rulers,
grid papers,
strings,
protractors,
compass
NA

Links

NA UoI 3 - The design of buildings and
structures is dependent
upon environmental factors,
UoI 3 - The design of buildings and
structures is dependent upon
environmental factors,
NA
Notes NA NA NA NA
Grade 4 Conceptual
Understanding

NA NA Changing the position of a shape does

different ways.

world situations.

NA
Learning
Outcomes

Understand the properties of
regular and irregular polygons
Understand congruent or similar
shapes
NA

Questions

NA NA
How can we describe these
shapes?
What is each shape being used
for?
What polygons can we see around
the classroom?
What are the properties of
polygons?
How are these shapes
similar/different?
What do these shapes have in
common?
NA
NA NA Students will be asked to observe NA

Activities

the shapes of the objects that are
present in their classroom and
find the angles of the objects.
Students will begiven a piece of
cardboard and they were asked
to make a shape of rectangle and
square

Assessment

NA NA Students will be told to collect all
geometrical objects around the
school and classroom and
measure the perimeter and area
of the objects.
NA

Resources

NA NA http://www.k6-geometric-
shapes.com/4th-grade-math-
Worksheets.html
http://www.education.com/wor
ksheets/geometry/
http://www.internet4classrooms
.com/grade_level_help/skills_four
th_4th_math_geometry.htm
NA

Links
NA NA
UoI 3 How We Express Ourselves

UoI 2 Where We Are In Place and
Time
NA
Notes NA NA NA NA
Grade 5 Conceptual
Understanding


different ways.

describing
objects and events in real-world
situations.
Manipulation of shape and space
takes place for a particular purpose.

Consolidating what we know of
geometric concepts allows us to
make sense of and interact with our
world.

Geometric tools and methods can be
used to solve problems relating to
shape and space.
Learning
Outcomes

Identify the base of a triangle
and its corresponding height.
area and volume
Understand the relationships
between area and volume, and
between volume and capacity
Use of formula to calculate the

measure of rotation
area of a triangle.

Questions

NA NA What is area? Form
Form
What do you look for in order to
identify a base of a triangle?
Why do the formulas of area,
perimeter and volume work?
Causation
volume like they are? Causation
How can we know the volume of
a box without filling it with
cubes?
How do we find the volume of a
box without using cubes?
volume?
Do we use 3D shape?
What measurement do I look for
in order to measure volume of a
cube and a cuboid?
volume like they are?
Causation
How can we know the volume
of a box without filling it with
cubes?
How do we find the volume of
a box without using cubes?
volume?
Do we use 3D shape?
What measurement do I look
for in order to measure volume
of a cube and a cuboid?

Activities

NA NA standard units of measurement:
volume
o Students will explain how
to identify the base by
looking at the pictures of
different triangles. Then
they will explain that the
height of a triangle is
perpendicular to its base.
Students start by reviewing the
area of rectangles.
Draw rectangles on graph paper
Students figure out the area by
counting the number of squares
inside the rectangle.
Then students form a triangle
Students use the formula =
1/2 (b x h) to solve the
problem d in groups then show
on the board.
Students are given worksheets
to do individually.
II. 1.Drawing pictures
of cube and cuboids
Students draw cubes and
cuboids on an isometric grid.
cubic units by counting the
number of cubes used in the
grid.
cubic centimetres and cubic
metres. Students will explain
the terms based on their
drawing in the grid.

by drawing a diagonal through a
rectangle.
The diagonal divides the
rectangle in half, students guess
what the new area will be by
counting the squares inside the
triangle.
Now students figure out ways to
calculate the area of a triangle
by multiplying the base times
the height and dividing by two.
Students will write the formula
in a manila card.
Draw pictures where can
students find cubes and
cuboids.
Build solids with unit cubes.
units
centimetres and cubic
metres
Use a formula to calculate
the volume of a cube and
cuboid
Find the volume of the
liquid in a rectangular tank
Solve problem sum with 3
steps.
Students write out the formula
on a cardboard in groups then
use the formula to calculate the
volume of a cube and cuboid in
the activity book.
Students observe the tank then
look for measurement of
height, length and breadth to
calculate using the formula to
find the volume of the liquid in
a rectangular tank.
Students solve the problem
sum with 3 steps by observing
the measurement of the tank
given in the activity book.

Assessment

NA NA Students will be given problem
sums on area of a triangle
related to their daily life to solve
individually.
measurement to solve problems
in real-life situations involving

sums related to their daily life
to solve individually

Resources

NA NA AVERAGE

Stationeries
AVERAGE

Stationeries

AREA OF A TRIANGLE

Manila card, markers
EMPTY BOXES 3D shapes

Empty boxes
3D shapes

skillswise/ nmbers
http://edhelper.com/geo
metry.htm

Links

NA NA UoI 4 Rituals, traditions and
cultures.
UoI 4 Rituals, traditions and
cultures.
Notes NA NA NA NA
Grade 6 Conceptual
Understanding


different ways.

world situations.
Manipulation of shape and space
takes place for a particular purpose.

Consolidating what we know of
geometric concepts allows us to
make sense of and interact with our
world.

Geometric tools and methods can be
used to solve problems relating to
shape and space.
Learning
Outcomes

Find unknown angles in
geometrical figures involving
square, rectangle, parallelogram,
rhombus, trapezium and triangle.]
Use the geometric vocabulary of 2-
D and 3-D shapes: parallel, edge,

Understand the
properties of regular
and irregular polyhedral
Understand how scale
(ratios) is used to en-
large and reduce shapes


vertex
Understands procedures for
finding area, perimeter and volume
Understands the relationships
between volume, and between
volume and capacity
Identify the base of a triangle and
its corresponding height
Use formula to calculate the area of
a triangle.
Solve word problems involving
area and perimeter.

Understand that 2D
representations of 3D
objects can be used to
visualize and solve
problems
Understand that
geometric ideas and
relationships can be
used to solve problems
in other areas of
mathematics and in real
life.
Use formula to calculate
the area and
circumference of a
circle,
Find the area and
perimeter of
semicircle (half circle)
quarter circle
Find the area and
perimeter of a figure
made up of some of the
following shapes:
square, rectangle,
triangle, semicircle and
quarter circle.
Find one dimension of a
cuboid given its volume
and the other
dimensions,
Find the length of one
edge of a cube given its
volume,
Find the height of a
cuboid given its volume
and base area,
Find the area of a face of
a cuboid given its
volume and one
dimension,
use of the symbols
(square root) and 3
(cube root),
Solve word problems

involving volume of a
cube/ cuboid.
Find the volume of
liquid in a rectangular
tank,
Convert between l, ml
and cm3,
Solve up to 3-step word
problems involving the
volume of a cube/
cuboid.

Questions

NA NA Can a triangle be a
parallelogram?
How are triangles related to
parallelograms?
Do the angles in a triangle
always add up to the same
number?
Do the shapes with the same
number of sides always have the
same sum of angles?
What is area?
How can we know the area of
this rectangle without counting
the squares?
How can we calculate the area of
an irregular shape?
What is perimeter?
Are there short cuts for finding
the perimeter of polygons?
How can we calculate the
perimeter of an irregular shape?
What is volume?
Do all shapes with the same
perimeter have the same area?
(vice versa)
What can we know about the
perimeter of a rectangle by
knowing its area?
What are the different types of
polyhedral?
How can we define different
types of polyhedral and their
features?
How scale (ratios) is used to
en-large and reduce shapes?
Does the perimeter of the
depending on the position of
the initial shapes?
Does the area of the composite
figures change depending on
the position of the initial
shapes?
How many bottles of coke
would it take to fill a swimming
pool?
How can we know the volume
of a box without filling it with
cubes?
volume like they are?
Why is pi such a useful figure?

Activities

NA NA Relate angles to pie chart
Highlight 90, 180, 360 degrees
Create a triangle of any size and
angle. Cut off near the points
and joint the points on a piece of
paper. See the combined angle
Analyse, describe, classify and
visualize 2D (including circles,
triangles and quadrilaterals)
and 3D shapes, using
geometric vocabulary
Identify and use scale (ratios)

the pieces form (straight line)
relate straight line to an angle
(180 degrees)
Describe lines and angles using
geometric vocabulary
volume
Students to find the area of a
rectangle. Then cut the rectangle
in half from corner to corner
forming a triangle and ask the
students what the area of the
triangle is.
Students investigate and
compare the volume of objects
using cubes
Students investigate area on
maps and use geoboards to
model area and perimeter.
Students use isometric dot
paper to draw a representation
of cubes, and to calculate
volume.
Play radius diameter snap. Make
a deck of circular cards, each
with a radius or diameter
written on them. Students must
slap the card with the largest
circle judging by its radius or
diameter.
Students find the circumference
and area of different circles
based on their radius or
diameter.
Students find the perimeter and
area of various shapes and then
find the perimeter and area of
the shapes when joined
together. What did they have to
do differently?
Give them 3D boxes and shapes
to measure out.
Make 3D shapes out of clay to
match a certain volume.

to enlarge and reduce shape
Students to create any 4 sided
shapes (quadrilateral) and
repeat the activity above. The
pieces combined should form
360 degrees
Students try to make three
rectangles with an area of 30
cm2.They are asked if there is a
limited number of a rectangle
they can make and how they
know this.
Students design a poster or
banner or mural of a specific
area. They cost the materials
used based on its dimensions.
Students are given a range of
boxes to determine volume
using cubes. They should
record the procedures they use
with an eye to developing a
standard procedure that can be
generalized and, ultimately,
turned into a formula.
Students must then find the
circumference and area of
circles after theyve been
halved or quartered.
Give them a series of
containers; ask them how
many of each type they will
require to store an allotted
volume of water.
Find out how much cement is
needed to build a set of steps.
Fair trade. Deal or no deal.(eg.
If coke is RM2 a litre, is RM100
a fair price for a tank of coke
3m
3
?)
Find volume of different
objects by placing them in a
clear plastic tub filled to the
brim with water and seeing
how much water they displace.


Assessment

NA NA Formative assessment:
Have students find angles within
various figures
Students will use geometric
vocabulary when describing shape
and space in mathematical
situations and beyond
Students can apply the language
and notation of bearing to
describe direction and position
Have students find the area of
different triangles.
Select and use appropriate units of
measurements and tools to solve
problems in real life situations
Determine and justify the level of
accuracy required to solve real-life
problems involving measurements
Students can determine the
relationship between area and
perimeter through the use of grid
paper and geoboards.
Have students find the radius or
diameter of a circle given its area
or circumference
Have students find the area and
perimeter of various composite
figures.
Find the volume of various
cuboids.
Formative assessment:
Students are able to use scale
(ratios) to enlarge and reduce
shapes
Students can use 2D
representations of 3D objects to
visualize and solve problems, for
example using drawings or
models
Have students find the area and
circumference of various circles.
Students can calculate the
possible dimensions of a box by
understanding the procedure of
finding volume.
Find the length of one side of a
cuboid given its mass and
another side.
Find the number of smaller
cubes that would fit inside a
cuboid.

Students will be given 4
different types of swimming
pool. They need to find the
volume of the swimming pool
and which pool will they choose
for their new house. They need
to justify their answer.

Resources

NA NA http://www.mathsisfun.com/num
bers/cube-root.html
http://www.mathsisfun.com/geo
metry/circle.html
http://www.mathsisfun.com/trian
gle.html
http://www.mathsisfun.com/nu
mbers/cube-root.html
http://www.mathsisfun.com/geo
metry/circle.html
http://www.mathsisfun.com/tria
ngle.html

Links

NA NA UoI 2 - People can create or
UoI 2 - People can create or
Notes NA NA Students can apply this unit in any
area if necessary.
Students can apply this unit in any
area if necessary.

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FAIRVIEW INTERNATIONAL SCHOOL SUBANG

Mathematics Scope and Sequence 2012/2013

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