Rancangan Mengajar Matematik Tahun 6 2014

YEARLY SCHEME 0F WORK YEAR 6 (2014)
WEEK
TOPIC
1.
Whole
Numbers.
LEARNING AREA
1. Number up to seven
digits.
LEARNING OBJECTIVE
LEARNING OUTCOMES
Pupils will be taught to:
Pupils will be able to:
1. Develop number sense up to

seven digits.
Name and write numbers up to seven

digits.
(2 3 Jan)
SUGGESTED TEACHING AND LEARNING

ACTIVITIES
Teacher pose numbers in numerals, pupils name
the respective numbers and write the number
words.
Teacher says the number names and pupils show
the numbers using the calculator or the abacus,
then, pupils write the numerals.
Provide suitable number line scales and ask pupils
to mark the positions that represent a set of given
numbers.
Determine the place value of the digits in

any whole number of up to seven digits.
Given a set of numbers, pupils represent each

number using the number base blocks or the
abacus. Pupils then state the place value of every
digit of the given number.
Express whole numbers in:
(6 10 Jan)
a) Decimals
b) Fractions
of a million and vice versa.
Compare number values up to seven

digits.
Given a set of numerals, pupils compare and

arrange the numbers in ascending then descending
order.
Round off numbers to the nearest tens,

hundreds, thousands, ten thousands,
hundred thousands and millions.
3
(13 17
Jan)
14
JanMaulud
Nabi
1.
Whole
Numbers.
2. Basic operations
with numbers up to
seven digits.
2. Add, subtract, multiply and

divide
numbers
involving
numbers up to seven digits.
(i)
Add any two to five numbers to

9 999 999.
Pupils practice addition, subtraction, multiplication

and division using the four-step algorithm of:
1. Estimate the solution.
2. Arrange the numbers involved according to
place values.
17
JanThaipusam
4
(20
Jan)
3. Perform the operation.

4. Check the reasonableness of the answer.
(ii) Subtract:
24
a) One number from a bigger

number less than 10 000 000
b) Successively from a bigger

number less than 10 000 000.
(iii) Multiply up to six-digit numbers with:
(27 31
Jan)
31 Jan & 1
Feb-CNY &
Fed. Day
a) A one-digit number.
b) A two-digit number.
c) 10, 100 and 1000.
6
(3 7 Feb)
(iv) Divide numbers of up to seven digits

by:
a) A one-digit number.
b) 10, 100 and 1000.
c) A two-digit number.
(v) Solve problems:
7
(10
Feb)
14
Pose to pupils problems in numerical form, simple

sentences, tables and pictures.
a)
Addition.
Pupils create stories from given number sentences.
b)
Subtraction.
Teacher guides pupils to solve problems following

Polyas four-step model of:
c)
Multiplication.
d)
Division.
1.
Understanding the problem.
2.
Devising a plan.
3.
Implementing the plan.
involving numbers up to seven digits.

1.
8
(17
Feb)
Whole
Numbers.
21
3. Mixed operations
with numbers up to
seven digits.
3. Perform mixed operations

with whole numbers.
(i)
Compute mixed operations problems

involving addition and multiplication.
4.
Looking back.
Explain to pupils the conceptual model of mixed

operations then connect the concept with the
procedures of performing operations according to
the order of operations.
(ii) Compute mixed operations problems

involving subtraction and division.
(iii) Compute mixed operations problems

involving brackets.
9
(24
Feb)
(iv) Solve problems involving mixed

operations on numbers of up to
seven digits.
28
10
2. Fractions.
1. Addition of fractions.
1. Add three mixed numbers

with denominators of up to 10.
(i)
Add three mixed numbers with the

same denominator of up to 10.
(3 7 Mar)
Teacher pose problems verbally, i.e., in the

numerical form or simple sentences.
1)
Understanding the problem
2)
Devising a plan
3)
Implementing the plan
4)
Looking back.
Demonstrate addition of mixed numbers through:

1)
Paper folding activities.
2)
Fraction charts.
3)
Diagrams.
4)
Number lines.
5)
Multiplication tables.
(ii) Add three mixed numbers with

different denominators of up to 10.
(iii) Solve problems involving addition of

mixed numbers.
Pupils create stories from given number sentences

involving mixed numbers.

2. Fractions.
11
2. Subtract
fractions.
of
(10 14
Mar)
2.
Subtract mixed numbers

with denominators of up to
10.
(i)
Subtract involving three mixed

numbers with the same denominator
of up to 10.
1.
2.
Devising a plan.
3.
4.
Looking back.
Demonstrate
through:
subtraction
1.
Paper holding activities.
2.
Fractions charts.
3.
Diagrams.
4.
Number lines.
5.
Multiplication tables
of
mixed
numbers
(ii) Subtract involving three mixed

numbers with different denominators
of up to 10.
(iii) Solve problems involving subtraction

of mixed numbers.
Pose to pupils, problems in the real context in the

form of:
1.
Words.
2.
Tables.
3.
Pictorials.
PKSR 1
12
(17
Mar)
(22
Mar)
Pupils create stories from given number sentences

involving mixed numbers.
21
30
13
(31 Mar
4 Apr)
School break for semester 1.

2. Fractions.
3. Multiplication
fractions.
of
3. Multiply any mixed numbers

with a whole numbers up to 1000.
(i)
Multiply mixed
whole number.
numbers with
Use materials such as the hundred squares to

model multiplication of mixed numbers. For
example:
2 21 100 ?
Present calculation in clear and organised steps.
5
100
2
5
50
1
250
2 21 100
2. Fractions.
14
(7
Apr)
11
4.
Division
fractions.
of
4. Divide fractions with a whole

number and a fraction.
(i)
Divide fractions with:

a) A whole number.
b) A fraction.
Teacher models the division of fraction with another

fraction as sharing. The following illustrations
demonstrate this idea
1
2
1
2
Half a vessel of liquid poured into a half-vessel

makes one full half-vessel.
1
3
4
1
2
1
4
0
(ii) Divide mixed numbers with:
a)
A whole number.
b)
a fraction
1
2
1
4
Half a vessel of liquid poured into a quarter-vessel

makes two full quarter-vessels.
1
3
15
3. Decimals.
1. Mixed operations
with decimals.
(14 18
Apr)
16
4. Percentage.
(21 25
Apr)
1.
Relationship
between percentage,
fraction and decimal.
1. Perform mixed operations of

addition and subtraction of
decimals of up to 3 decimal
places.
1.
Relate
fractions
decimals to percentage.
and
(i)
(i)
Add and subtract three to four

decimal numbers of up to 3 decimal
places, involving:
a)
Decimal numbers only.
b)
Whole numbers and decimal

numbers.
Convert
mixed
percentage.
numbers
to
Pupils add and/or subtract three to four decimal

numbers in parts, i.e. by performing one operation
at a time in the order of left to right. Calculation
steps are expressed in the vertical form.
The abacus may be used to verify the accuracy of
the result of the calculation.
Use the hundred-squares to model conversion of
mixed numbers to percentage. For example,
3
convert 1 10
to percentage.
100
100
100%
17
(28 April
2 May)
1
MayLabour
Day
4. Percentage.
1.
Relationship
between percentage,
1.
Relate
fractions
and
3
30
10 100
30%
(ii) Convert decimal numbers of value

more than 1 to percentage.
(iii) Find the value for

percentage of a quantity.
Demonstrate the concept of percentage of a

quantity using the hundred-squares or multi-based
blocks.
given
The shaded parts represent 130% of the hundredsquares.
The shaded parts of the two hundred-squares is

128% of 100.
Guide pupils to find the value for percentage of a
quantity through some examples, such as:
450% of 10
450
10 45
100
4. Percentage.
17
(29 April
3 May)
1
MayLabour
Day
5. Money.
18
(6
May)
1.
Relate
fractions
and
1. Money up to RM10
million.
1. Use and apply number sense

in real context involving money.
(iv)
(i)
Solve problems in real context

involving relationships between
percentage,
fractions
and
decimals.
Pupils create stories from given percentage of a

quantity.
Perform mixed operations with

money up to a value of RM10 million.
Provide to pupils a situation involving money where

mixed operations need to be performed. Then,
demonstrate how the situation is transformed to a
number sentence of mixed operations.
10
Pose to pupils, situational problems in the form of

words, tables and pictorials.
Pupils solve mixed operations involving money in

the usual proper manner by writing number
sentences in the vertical form.
5. Money.
18
(5
May)
1.
Relationship
between percentage,
1. Money up to RM10
million.
1. Use and apply number sense

in real context involving money.
(ii)
Solve problems in real context

involving computation of money.

19
(12 16
May)
12
MayWesak
Pose problems involving money in numerical form,

simple sentences, tables or pictures.
6. Time.
1. Duration.
1. Use and apply knowledge of

time to find the duration.
(i)
Calculate the duration of an event in

between:
a)
Months.
1.
2.
Devising a plan.
3.
4.
Looking back.
Pupils find the duration from the start to the end of

an event from a given situation with the aid of the
calendar, schedules and number lines.
Day
b)
Years.
c)
Dates.
(ii) Compute time period from situations

expressed in fractions of duration.
19
6. Time.
1. Duration.
1. Use and apply knowledge of

time to find the duration.
(iii)
(12 16
May)
12
MayWesak
Day
20
Solve problem in real context

involving computation of time
duration.
Pose problems involving computation of time in

numerical form, simple sentences, tables or
pictures.
1.
2.
Devising a plan.
3.
4.
Looking back.
Mid year examination.
(19 23
May)
27
MayIsrak
&
Mikraj
(28 May
15 Jun)
Half year school breaks.
21
7. Length.
1. Computation
length.
of
(16 20
Jun)
1. Use and apply fractional

computation
to
problems
involving length.
(i)
Compute length from a situation

expressed in fraction.
Use scaled number lines or paper strips to model

situations expressed in fractions.
1
2
of 4 km.
1
2
km
0
21
(16 20
Jun)
7. Length.
1. Computation
length.
of

computation
to
problems
involving length.
(ii)

involving computation of length.
Pose problems involving computation of length in

pictures.
1.
22
8. Mass.
1. Computation
mass.
of
(23 27
Jun)

computation
to
problems
involving mass.
(i)
Compute mass from a situation

expressed in fraction.
2.
Devising a plan.
3.
4.
Looking back.
Use the spring balance, weights and an improvised

fractional scale to verify computations of mass.
0
1
4
1
2
3
4
50 g
1
100 g
22
8. Mass.
1. Computation
mass.
of
(23 27
Jun)
23
(30 Jun
4 July)

computation
to
problems
involving mass.
(ii)

involving computation of mass.
Pose problems involving computation of mass in

pictures.
9. Volume of
liquid.
1. Computation
liquid.
of

computation
to
problems
involving volume of liquid.
(i)
Compute volume of liquid from a

situation expressed in fraction.
1.
2.
Devising a plan.
3.
4. Looking back.
Use the measuring cylinder and an improvised
fractional scale to verify computations of volumes of
liquid.
0
100
ml
23
(30 Jun
4 July)
(ii)

involving computation of volume of
liquid.
1
4
1
2
C
25 ml
ir
1
c
Pose problems involving volume of liquid in
ul
a
pictures.
r
F
r
a
ct
10. Shape and

space.
24
(7
July)
1. Two-dimensional
shapes.
11
1. Find the perimeter and area

of
composite
twodimensional shapes.
(i)
Find the perimeter of a twodimensional composite shape of two

or more quadrilaterals and triangles.
1.
2.
Devising a plan.
3.
4.
Looking back.
Pupils construct two-dimensional composite shapes

on the geo-board or graph paper. Pupils then
measure the perimeter of the shapes.
Teacher provides a two-dimensional composite
shape with given dimensions. Pupils calculate the
perimeter of the shape.
(ii) Find the area of a two-dimensional

composite shape of two or more
quadrilaterals and triangles.
Pupils construct two-dimensional composite shapes

on the geo-board or graph paper. Pupils then find
the area of the shapes.
Teacher provides a two-dimensional composite
area of the shape.
10. Shape and

space.
24
(7
July)
1. Two-dimensional
shapes.
11
25
(14 18
July)
15
JulyNuzul
Quran
1. Find the perimeter and area

of
composite
twodimensional shapes.
(iii)
Solve problems in real contexts

involving calculation of perimeter and
area of two-dimensional shapes.
Pose problems of finding perimeters and areas of

2-D shapes in numerical form, simple sentences,
tables or pictures.
10. Shape and

space.
2. Three-dimensional
shapes.
1. Find the surface area and

volume of composite threedimensional shapes.
(i)
Find the surface area of a threedimensional composite shape of two

or more cubes and cuboids.
1.
Understanding the problem
2.
Devising a plan
3.
Implementing the plan
4.
Looking back.
Pupils draw net according to the given

measurements, cut out the shape and fold to make
a three-dimensional shape. Next, unfold the shape
and use the graph paper to find the area. Verify that
the area is the surface area of the 3-D shape.
Teacher provides a three-dimensional composite
surface area of the shape.
ii)
Find volume of a three-dimensional

composite shape of two or more
cubes and cuboids.
Pupils construct three-dimensional composite

shapes using the Dienes blocks. The volume in
units of the block is determined by mere counting
the number of blocks.

Teacher provides a three-dimensional composite
volume of the shape.
10. Shape and
space.
25
2. Three-dimensional
shapes.
(14 18
July)
15
JulyNuzul
Quran
11.
Data
Handling.
26
1. Average.
1. Find the surface area and

volume of composite threedimensional shapes.
1. Understand and compute

average.
(iii)
(i)

involving calculation of surface area
and volume of three-dimensional
shapes.
Calculate the average of up to five

numbers.
(21 25
July)
Pose problems of finding surface area and volume

of 3-D shapes in numerical form, simple sentences,
tables or pictures.
1)
2)
Devising a plan.
3)
4)
Looking back.
Arrange four stacks of coins as in the diagram

below. Pupils tabulate the number of coins in each
stack. Ask pupils what would be the number of
coins in each stack if the coins were evenly
distributed. Pupils share among the class on how
they arrive at the average number.
Teacher demonstrates how the

calculated from a given set of data.
11.
Data
Handling.
27
(4
Aug)
28
1. Average.
1. Understand and compute

average.
(ii)

involving average.
average
is
Pose problems involving average in numerical

form, simple sentences, tables or pictures.
11.
Data
Handling.
2. Organising and
interpreting data.
1. Organise and interpret data

from tables and charts.
(i) Construct a pie chart from a given set

of data.
1)
2)
Devising a plan.
3)
4)
Looking back.
Teacher prepares some templates in the form of

circular fraction charts and a suitable data set.
Teacher then guides pupils to select the right
(11 15
Aug)
template to begin constructing the pie chart
Circular Fraction Chart

Templates
3
4
11.
Data
Handling.
29
2. Organising and
interpreting data.
(18 22
Aug)
1. Organise and interpret data

from tables and charts.
(ii)
Determine the frequency, mode,

range,
mean,
maximum
and
minimum value from a pie chart.
Teacher provides a pie chart and guides pupils to

extract information from the chart to construct a
data table. Remind the meaning of frequency,
mode, range, etc.
Pupils discuss and present their findings and
understanding of charts and tables.
The electronic spreadsheet may be used to aid the
understanding of charts and tables.
Gerak Gempur UPSR
30
(25 29
Aug)
31
AugNational
Day
31
(1
Sept.)
UPSR Trial
5
32
(8
Sept)
UPSR Exam.
12
33
School break for semester 2
(13 21
Sept.)
34
Post UPSR activities.
(22 26
Sept)
35
(29 Sept.
3 Oct.)
36
(6 10
Oct.)
5 & 6 Oct.Hari Raya
Haji
37
(13 17
Oct.)
38
(20 24
Oct.)
23
Oct.Deepavali
25
OctAwal
Muharram
39
(27 31
Oct.)
40
(3
Oct.)

7
41
(10 14
Oct.)
42
(17 21
Oct.)
(22 Oct.
31 Dec.)

School break

Rancangan Mengajar Matematik Tahun 6 2014

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YEARLY SCHEME 0F WORK YEAR 6 (2014)

Pupils will be taught to:

Pupils will be able to:

1. Develop number sense up to

Name and write numbers up to seven

SUGGESTED TEACHING AND LEARNING

Determine the place value of the digits in

Given a set of numbers, pupils represent each

Express whole numbers in:

Compare number values up to seven

Given a set of numerals, pupils compare and

Round off numbers to the nearest tens,

2. Add, subtract, multiply and

Add any two to five numbers to

Pupils practice addition, subtraction, multiplication

3. Perform the operation.

a) One number from a bigger

b) Successively from a bigger

(iii) Multiply up to six-digit numbers with:

(iv) Divide numbers of up to seven digits

(v) Solve problems:

Pose to pupils problems in numerical form, simple

Pupils create stories from given number sentences.

Teacher guides pupils to solve problems following

Understanding the problem.

Implementing the plan.

involving numbers up to seven digits.

3. Perform mixed operations

Compute mixed operations problems

Explain to pupils the conceptual model of mixed

(ii) Compute mixed operations problems

(iii) Compute mixed operations problems

(iv) Solve problems involving mixed

1. Add three mixed numbers

Add three mixed numbers with the

Teacher pose problems verbally, i.e., in the

Understanding the problem

Implementing the plan

Demonstrate addition of mixed numbers through:

Paper folding activities.

(ii) Add three mixed numbers with

(iii) Solve problems involving addition of

Pupils create stories from given number sentences

Teacher guides pupils to solve problems following

Subtract mixed numbers

Subtract involving three mixed

Understanding the problem.

Implementing the plan.

Paper holding activities.

(ii) Subtract involving three mixed

(iii) Solve problems involving subtraction

Pose to pupils, problems in the real context in the

Pupils create stories from given number sentences

School break for semester 1.

3. Multiply any mixed numbers

Use materials such as the hundred squares to

Present calculation in clear and organised steps.

4. Divide fractions with a whole

Divide fractions with:

Teacher models the division of fraction with another

Half a vessel of liquid poured into a half-vessel

Half a vessel of liquid poured into a quarter-vessel