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MATHEMATICS

YEAR ONE

STANDARD DOCUMENT

(PRIMARY SCHOOL STANDARD CURRICULUM)

(KSSR)

BASIC CORE MODULE

MATHEMATICS

YEAR ONE

i

First published 2009

Second published 2010

Third published 2011

Fourth published 2012

Fifth published 2013

Ministry of Education Malaysia

Copyright reserved. Except for use in a review, the reproduction or utilisation of this work in any form or by any electronic,

mechanical, or other means, now known or hereafter invented, including photocopying, and recording is forbidden without the

prior written permission from the Director of the Curriculum Development Division, Ministry of Education Malaysia, Level 4-8,

Block E9, Parcel E, Kompleks Kerajaan Parcel E,Pusat Pentadbiran Kerajaan Persekutuan, 62604 Putrajaya

ii

CONTENTS

CONTENTS

iii

RUKUN NEGARA

15

vii

18

INTRODUCTION

FRACTION

19

MONEY UP TO RM10

20

AIMS

FOCUS

TIME

21

MATHEMATICS EDUCATION

LENGTH

22

MASS

23

OBJECTIVES

VOLUME OF LIQUID

24

SPACE

25

STRATEGIES IN TEACHING AND LEARNING

10

11

ASSESSMENT

13

iii

iv

RUKUN NEGARA

BAHAWASANYA negara kita Malaysia mendukung citacita untuk mencapai perpaduan yang lebih erat

dalam kalangan seluruh masyarakatnya; memelihara

satu cara hidup demokratik; mencipta masyarakat

yang adil bagi kemakmuran negara yang akan

dapat dinikmati bersama secara adil dan saksama;

menjamin satu cara yang liberal terhadap tradisitradisi kebudayaannya yang kaya dan berbagaibagai corak; membina satu masyarakat progresif

yang akan menggunakan sains dan teknologi

moden;

MAKA KAMI, rakyat Malaysia, berikrar akan

menumpukan seluruh tenaga dan usaha kami untuk

mencapai cita-cita tersebut berdasarkan atas prinsipprinsip yang berikut:

KESETIAAN KEPADA RAJA DAN NEGARA

KELUHURAN PERLEMBAGAAN

KEDAULATAN UNDANG-UNDANG

KESOPANAN DAN KESUSILAAN

RUKUNEGARA

DECLARATION

to achieving a greater unity of all her peoples;

to maintaining a democratic way of life;

to creating a just society in which the wealth of

the nation shall be equitably shared;

to ensuring a liberal approach to her rich and

diverse cultural traditions;

to building a progressive society which shall be

orientated to modern science and technology;

WE, her peoples, pledge our united efforts to attain

these ends guided by these principles:

Belief in God

Loyalty to King and Country

Upholding the Constitution

Rule of Law

Good Behaviour and Morality

vi

berterusan ke arah memperkembangkan lagi

potensi individu secara menyeluruh dan

bersepadu untuk mewujudkan insan yang

seimbang dan harmonis dari segi intelek,

rohani, emosi dan jasmani berdasarkan

kepercayaan dan kepatuhan kepada Tuhan.

Usaha ini adalah bagi melahirkan rakyat

Malaysia yang berilmu pengetahuan,

berketerampilan, berakhlak mulia,

bertanggungjawab dan berkeupayaan

mencapai kesejahteraan diri serta

memberikan sumbangan terhadap

keharmonian dan kemakmuran keluarga,

masyarakat dan negara.

vii

viii

INTRODUCTION

Generating an Illustrious Generation) is the vision of the Malaysian

Ministry of Education. The education purpose in Malaysia is to

develop individual potential through quality education by preparing

committed citizens and a generation that has the ability to think.

Ministry Of Education continuously reviews the curriculum to ensure

that the implementation of the curriculum in schools equips pupils

with knowledge, skills and values to face current and future

challenges.

proficiency in making logical reasoning, space visualization,

abstract thinking skills and analyzing. Pupils develop numeracy

skills, reasoning, thinking and problem solving ways of thinking

through learning and application of mathematics.

Mathematics provides opportunities for students to perform creative

tasks and experience the fun and excitement of learning something

new. Such experiences increase interest and are the driving forces

for students to learn mathematics outside the classroom and at the

higher level of education.

systematically in problem solving and decision making. Inherently,

mathematical nature promotes meaningful learning and challenges

the mind. Due to this, mathematics is one of the most important

disciplines in any endeavor for human development. Based on the

National Philosophy of Education and to ensure the relevancy of the

curriculum, the Primary School Standard Curriculum for

Mathematics is adapted and restructured. This restructuring takes

into account the ongoing continuity to the next level. Measures

taken are consistent with the need to provide the knowledge and

mathematical skills to pupils from various backgrounds and abilities.

With the knowledge and skills, they are able to explore the

knowledge, make adaptations, modifications and innovations in

managing changes and dealing with future challenges.

AIMS

The Aim of the Primary School Standard Curriculum for

Mathematics is to develop pupils understanding on the concept of

numbers, basic calculation skills, understanding simple

mathematical ideas and are competent in applying mathematical

knowledge and skills effectively and responsibly in everyday life.

FOCUS

.

Mathematical teaching and learning process gives priority to mastering knowledge and understanding to enable pupils to apply concepts,

principles and the mathematical processes they have learned. Emphasis on the development of mathematical thinking is built and

developed through the teaching and learning in the classroom based on the following principles, which are, problem solving,

communication, reasoning, making connections, making representations and the application of technology in mathematics.

.

NATIONAL CURRICULUM

FRAMEWORK

The

Standard curriculum is

based

on

six pillars, namely Communication; Spiritual, Attitudes

and Values; Humanity; Physical Development and

Aesthetic; Personal Experience; and Science and

Technology. The six pillars are the main domain that

supports each other and are integrated with critical

thinking, creative and innovative thinking. This

integration aims to develop balanced, knowledgeable

and competent human capital as shown in the

adjacent figure.

STRUCTURE

years of basic education in schools. This includes three years in

level I studies and three years in level II. After which, pupils

can pursue education at a higher level.

LEVEL

AIMS

I aims to build understanding, mathematics

and basic application skills.

Primary Mathematics Curriculum Level II aims to

build understanding, mathematical skills and more

complex application skills that can be used in

effectively overcoming the challenges in the pupils

daily life.

II

The Mathematics curriculum framework shows a mathematical

programme that could be utilized at the primary level. Mathematical

Learning is planned with the aim of moulding pupils mathematical

thoughtful learning.

OBJECTIVES

symbols and terminologies.

Use mathematical knowledge and skills to be applied and

adapted to various strategies to solve problems.

Think, reason, and explore mathematically in daily life.

Use various representations to deliver mathematical ideas and

associations.

Appreciate and internalise the beauty of mathematics.

Use various mathematical instruments effectively including ICT

to build conceptual understanding and apply mathematical

knowledge.

edition of the Kamus Dewan (2005) has the same

meaning with thinking and reasoning. In the context of mathematics

education, thoughtful learning refers to the desired quality of pupils

to be delivered through the national mathematics education system.

Pupils who are mathematically inclined are those capable of

doing mathematics and understanding mathematical ideas, and

responsibly applying the mathematical knowledge and skills in their

daily lives based on attitudes and values of mathematics.

various contexts.

Expand the use of addition, subtraction, multiplication and

division basic skills related to Numbers and Operations,

Measurement and Geometry, Relationship and Algebra, and

Statistics and Probability.

Identify and use the relationship in mathematical ideas, between

mathematical fields with other fields and with daily life.

3

CONTENT ORGANISATION

Measurement and Geometry

Relationship and Algebra

Statistics and Probability

Numbers and Operations

Measurement and Geometry

Relationship and Algebra

Statistics and Probability

The contents of the KSSR Mathematics are as follows:

NUMBERS AND OPERATIONS

Communicating

Reasoning

Relating

Problem Solving

Representing

Perception, interest,

appreciation,

confidently resilient

and perseverance.

Personality,

interaction, procedure,

intrinsic.

Mathematical skills

Analytical skills

Problems solving skills

Research skills

Communication skills

Information Communication Technology skills

Whole Numbers

Addition

Subtraction

Multiplication

Division

Mixed Operations

Fractions

Decimals

Percentage

Money

Coordinate

Ratio and Proportion

Time

Length

Mass

Volume of Liquid

Three Dimensional Shapes

Two Dimensional Shapes

Data Management

Likelihood

through various learning opportunities and experiences. Awareness

should be fostered and developed among pupils that mathematical

ideas are intertwined, and mathematics is comprehensive; not

isolated bits of knowledge. With such awareness and

understanding, comprehending of mathematical ideas become

more meaningful, and thus can enhance the capability of pupils to

apply mathematics.

actively engage the pupils in learning mathematics, help them to

form a deep understanding of mathematical concepts, and establish

a more meaningful understanding of various mathematical ideas.

Based on the understanding and comprehension developed, pupils

are able to relate and apply mathematical ideas, and subsequently,

make pupils more confident in exploring and applying mathematics.

The use of teaching aids, technological equipment and the

implementation of assignments / practical / project work should be

encompassed in the learning experiences provided for pupils.

Analysing Skills

logical reasoning.

Stating mathematical ideas concisely.

Creating, testing, and proving conjecture.

Extracting meaning from a mathematical writing.

Using mathematics to explain physical world.

Thinking clearly.

Giving attention and concentration to each aspect.

Manipulating precised, concised and detailed ideas.

Understanding complex reasoning.

Constructing and persevering logical arguments.

Debating illogical arguments.

Problem Solving Skills

SKILLS

Problem solving skills refer to following abilities:

Construct problems precisely and identify the main issues.

Present solutions clearly and explicate assumptions.

Solving difficult problems by analysing simple and specific

problems.

Open-minded and using different approaches in solving the

same problem.

Solving problems confidently even though the solutions are not

envisioned

Asking for assistance if required.

pupils including numeracy, measuring and constructing, data

handling and interpretation, arithmetic manipulation, algebra

manipulation, using alogarithm, and using mathematical

instruments and ICT.

Mathematics Skills

Mathematical skills refer to the following abilities:

5

Research Skills

PROCESS

Refering notes, textbooks and other sources.

Accessing books in the library.

Using database.

Gaining information from various individuals.

Thinking.

Communication

Communication about mathematical ideas can help pupils clarify

and strengthen the understanding of mathematics. By sharing the

understanding of mathematics in writing and orally with classmates,

teachers and parents, pupils will be able to increase their

confidence and facilitate their teachers in monitoring the progress of

their mathematics skills.

Communication Skills

Communication plays a vital role in ensuring the meaningful

learning of mathematics. Through communication, mathematical

ideas can be expressed and understood better. Mathematical

communication, whether oral, written, in symbols and visual

representations (using charts, graphs, diagrams etc), can help

pupils understand and apply mathematics more effectively.

Listening effectively.

Writing mathematical ideas clearly and precisely.

Writing essays and reports.

Doing presentations.

and teachers can help pupils to reflect, clarify and strengthen their

ideas and understanding on mathematics. To ensure the process of

generating, sharing and increasing understanding, pupils should be

given the opportunity to debate their mathematical ideas analytically

and systematically. Communication involves a variety of

perspectives and these points of view can help pupils to increase

their understanding of mathematics.

Information communication technology skills refer to the ability in

using and handling mathematical instruments such as abacus,

calculators, computers, educational software, websites on the

internet and educational packages for:

Developing and understanding mathematical concepts in-depth.

Doing, testing and proving conjecture.

Exploring mathematical ideas.

Solving problems.

the ability to provide information effectively, understand and apply

the correct mathematical notation. Pupils need to use mathematical

language and symbols correctly to ensure that mathematical ideas

can be explained accurately. Mathematical communication also

involves the use of the various media like charts, graphs

6

able to use the various different media to explain mathematical

ideas and solve mathematical problems.

and justify all mathematic activities. In addition, teachers need to

provide space and opportunities for the discussion of mathematics

which is not only engaging but also allows each pupil to be involved

well.

the pupils needs to feel comfortable in a conversation, ask

questions, answer questions and explain the statements to

classmates and teachers. Pupils should be given the opportunity to

communicate actively in various situations, for example

communicating during activities in pairs, groups or providing

explanations to the entire class.

that involve the identification of mathematical patterns and making

conclusions based on the patterns.

Reasoning elements in teaching and learning prevents pupils from

assuming mathematics as only one set of procedures or algorithms

that need to be followed to obtain a solution, without actually

understanding the true concepts of mathematics. Reasoning does

not only change the paradigm of pupils from just learning to

thinking, but also gives an intellectual empowerment when pupils

are guided and trained to make a conjecture, prove the conjecture,

provide a logical explanation, analyse, evaluate and justifiy all

mathematic activities. This training will produce pupils who are selfconfident and resilient in line with the aspiration to mould

mathematics thinkers with high capabilities.

effectively should show evidence that they are able to generate,

explain and share their mathematical ideas through various forms of

communication in various environments. Pupils, who are always

given opportunities and encouragement to speak, read, write and

listen during the teaching and learning of mathematics will be able

to communicate in learning mathematics and learn to communicate

mathematically.

Reasoning

Relating

Reasoning is fundamental in understanding mathematics more

effectively and making the delineation of mathematics more

meaningful. The development of mathematical reasoning is closely

related to intellectual development and communication of the pupils.

Reasoning has the ability to expand not only the capacity of logical

thinking but also increase the capacity of critical thinking, which is

also the basis for a deeper and meaningful and in-depth

understanding of mathematics. To achieve this objective, pupils

should be trained and guided to make a conjecture, prove the

making connections need to be established so that pupils can link

conceptual and procedural knowledge and also able to relate topics

in mathematics particularly and mathematics in other areas in

general. This will enhance pupils understanding of mathematics

and make mathematics clearer, more meaningful and interesting to

them.

7

such as calculation, geometry, algebra, measurement and problem

solving. Without relating these areas, pupils will have to learn and

remember too many concepts and skills separately. Instead,

recognizing how the concepts or skills in different fields relate

to each other, mathematics will be seen and studied as a

disciplined and comprehensive knowledge and can be easily

understood.

steps in solving need to be expanded more in the use of this

subject. In carrying out learning activities to build problem solving

skills, problems based on human activities should be introdued.

Through these activities, pupils can use mathematics when facing

new situations and reinforce themselves in dealing with various

challenges every day. Some of the problems solving strategies that

can be considered are:

When

these mathematical

ideas are related

with everyday

experience inside and outside the school, pupils will be more aware

of the use, importance, strength and beauty of mathematics. In

addition, pupils have the opportunity to use mathematics

contextually in other fields and in their daily lives. Mathematical

models are used to describe real life situations mathematically.

Pupils will find this method can be used to find solutions to

problems or to predict the likelihood of a situation based on the

mathematical model.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Problem Solving

Problem solving is the main focus in the teaching and learning of

mathematics. Thus, teaching and learning need to involve problem

solving skills comprehensively and across the whole curriculum.

The development of problem solving skills needs to be given proper

emphasis so that pupils are able to solve various problems

effectively. These skills involve the following steps :

Understanding and interpreting problems;

Planning the strategy;

Carrying out the strategy; and

Checking the solutions.

Try and error;

Draw a diagram;

Identifying patterns

Create a table, chart or a systematic list;

Simulation;

Using analogy;

Work backwards;

Logically reasoning; and

Using algebra

Representing

Mathematics is often used to represent the world that we live in.

Therefore, there must be similarities between aspects of the

represented world and aspects that are represented by the world.

The abstract relationship between these two worlds can be depicted

as follows:

mathematical

conceptual

relationship.

It

allows pupils to

communicate

approaches, debates and understanding of

mathematics

to

themselves

and

others. It

also allows

pupils to recognize the relationships between related concepts and

apply mathematics to realistic problems.

Representation is an important component in the development of

mathematical understanding and quantitative thinking. As a whole,

without representation, mathematics is an abstract, mostly

philosophic, and unapproachable by most of the population. With

the representation, ideas can be formed into a mathematical

model, important relationship can be elaborated, understanding can

be stimulated through a construction and sequencing of suitable

experiences and observations.

relationship between the real world and the world of mathematics.

Formula, table, graph, equation etc. are mathematical objects used

to represent various conglomerates and real world relationships.

The aim of the nurturing of values and attitudes in Mathematics

curriculum is to produce competent individuals with virtuous moral

standards. In addition, the appreciation of attitudes and values can

shape a well mannered and noble younger generation.

Understanding and awareness of the attitudes and values in the

Malaysian society should be directly or indirectly fostered in line

with universal values.

images or concrete objects that can reflect or represent other

delegates. The representation system is naturally divided into

internal and external. The internal representation of the system

exists in

the

mind

of individual,

whereas

the external

representation is

easily shared and viewed

by

others.

Internal representation consists of ideas that help in describing the

human

process

of learning and

solving

problems

in

mathematics, and external representation consists of items such

as diagrams, the formal language, and notational symbols. Using

multiple representations in order to show a concept helps to

develop better understanding and also to strengthen one's ability in

solving problems.

provided by teachers. It involves an element of trust, interest,

appreciation, confidence, efficiency and endurance. Instilling of

values and attitudes also include personal aspects, interaction,

procedural and intrinsic.

9

appropriate context. Attitudes in mathematics refer to the affective

aspects of mathematical learning that covers:

positive response towards mathematics and the usefulness of

mathematics.

Interest and joy in learning mathematics.

Appreciation of the beauty and mathematical ability.

Confidence in using and applying mathematics.

Steadfast and perseverance in solving problems related to

mathematics.

Primary School Mathematics Standard Curriculum is formulated

with emphasis on Content Standard and Learning Standard should

be known and can be done by pupils. This standard is presented

in a modular form divided into topics based on areas of learning.

Content Standard

General statements of the cognitive domain (knowledge) and

affective (attitudes and values) can be achieved by pupils through a

subtopic.

Personal values refer to the values that are related with the

formation of individual traits and personality such as

honesty, systematic, perserverence, hardworking and steadfast,

creative, confidence, conscientious, good time managers,

independent, trustworthy, efficient, responsible, patience and

dedication.

Learning Standard

Specific statement of what pupils should know and do in terms of

knowledge or concepts and the ability to show their proficiency in

measureable knowledge acquisition, skills and values.

the classroom context. The value refers to the emphasized values

in the interaction during mathematical activities such as

appreciation for mathematics, teamwork, discussion and sharing of

ideas, tolerance, fair, open-minded, and respectful.

learning. It gives teachers space and opportunity to prepare a

conducive learning environment creatively. Thus, pupils are able to

form concepts and develop skills, attitudes and values in

mathematics.

such as reasoning, making representations, solving problems,

communication, making connection, and using technology.

Mathematical thoughtful learning is transferred into teaching and

learning practices. Teaching and learning is guided by the principle

of mastery learning and the learning occurs in access and selfdirected and in accordance with its own pace.

content and its discipline such as the epistemology, cultural

and historical values.

10

them to interact and master the learning skills through their own

experience. Pupils-centered inquiry or discovery approach with the

aid

of appropriate

technology

is comprehensively and

effectively used

to make the

experience

of

learning

mathematics fun, meaningful, useful and challenging.

CREATIVITY AND INNOVATION

There are many definitions of creativity. According to the Kamus

Dewan, 1997 creativity means the capability or the ability to create.

Whereas according to PPK, 1999 creativity means the ability to

digest and produce new and original ideas. The idea is developed

through inspiration or combination of existing ideas.

the use of diverse methods. Teachers can choose appropriate

teaching and learning approach and methods depending on pupils

abilities. The effectiveness of teaching and learning depends on the

processing techniques and the use of teaching aids and technology

that can stimulate and encourage pupils to think criticaly and

creatively, innovatively, and interact.

in which teachers need to be creative and innovative in their role as

triggers of ideas and produce pupils who are knowledgeable, able

to master and practise the good attitudes and values as well as to

expand pupils creativity and innovation.

planning the teaching and learning of a distinctive skill. Moral

values could be instilled appropriately according to the well planned

lesson.

among pupils at an early stage of schooling. This is to enable them

to know their potential and personal preferences as well as to

trigger the hidden potential in themselves.

applied accordingly to the appropriate topics to enable pupils to

appreciate mathematics and stimulate their interest on a particular

topic. Elements of history can be a specific event about a

mathematician or a brief history of a concept or symbol.

through problem solving, logical reasoning, communication, making

connections and the use of technology, where pupils:

Build a mathematical model through patterns and relationships.

Apply mathematical skills in estimation, measurement and

visualization of data in everyday situations.

Make interconnections between mathematical skills with other

disciplines of knowledge.

Apply mathematical knowledge to find solutions for routine and

non-routine problems.

Make a conjecture (extrapolation, projections, cause and effect).

in teaching and learning of mathematics to enhance pupils

analytical thinking and creativity. Solutions presented for problems

should be appropriate accordance to the pupils level. In

addition, pupils are also encouraged to communicate and

courageously make decisions.

11

initiated from the preparation phase, imagination, development and

action in planning a preparation of teaching and learning in the

classroom. Through this process, pupil-centered teaching and

learning is formed to instigate the creative skills among pupils.

this element important in teaching and learning in classroom.

Exposure of ICT application in teaching and learning Mathematics

can be applied successfully in:

Learning about ICT

Pupils are taught about ICT knowledge and skills in handling

hardware and software.

Learning through ICT

Use ICT to access information and knowledge through media

such as CD, DVD, Internet and etc.

Learning with ICT

Teachers and pupils use ICT as their teaching and learning aids

ICT teaching and learning

This can be as an access to make learning more interesting and

fun. Pupils are exposed to various kind of latest communication

information and its effective usage will produce a quality

teaching and learning.

ENTREPRENEURSHIP IN MATHEMATICS

An effort to build the entrepreneurship characteristics and practice it

to make it as a culture among pupils. The entrepreneurship

characteristics and practices can be formed by:

Applying the entrepreneurs thinking.

Applying the knowledge and skills of business management.

Formulating either entrepreneurship concept, process or

product.

Practice moral values and good ethics in entrepreneurship.

areas of mathematics such as in numbers and operations,

measurement and geometry, statistics and probability in primary

schools.

12

ASSESSMENT

Assessment is an integral part of the teaching and learning process.

It has to be well-planned and carried out continuously as part of

classroom activities. By focusing on a broad range of mathematical

activities, the strengths and weaknesses of pupils can be assessed.

Different methods of assessment can be conducted using various

assessment techniques including oral and written work as well as

demonstrations. These may be carried out in the form of interviews,

open-ended questions, observations and research. Based on the

results, teachers can rectify the pupils misconceptions and

weaknesses and at the same time improve their teaching skills. As

such, teachers can take subsequent effective measures in

conducting remedial and enrichment activities to upgrade pupils

performance.

Problem solving

Making decisions.

Career and Life Skills: Needs more than thinking skills and

knowledge. Students develop life and career skills to face complex

and working environment in a world that is becoming more

challenging. These are:

Communication Skills

Information and Communication Technology

Cooperation

Entrepreneurship

Leadership

Lifelong learning

Flexibility

Ability to Adapt

Initiative and Self-direction.

who are capable of make decisions and take actions like carrying

out responsibilities to family, society and country. The values are:

Spirituality

Humanity

Patriotism

Integrity

Responsibility

Oneness.

need to be mastered to survive in life and career of in 21st century.

The Ministry of Education Malaysia (MOE) has identified the skills

and values that each student needs to have to face the 21st

century. Skills and values are split into 3 aspects:

Thinking skills: Prepares students to face life challenging as well

as the current working environment. The skills are:

Creativity

Critical thinking

Reasoning

Innovative

13

STUDENTS PROFILE

with others. They take on responsibility while respecting and

appreciating the contributions given by all team members. They

obtain interpersonal skills through collaborative activities, and make

them better leaders and team mates.

economy of a country is the development of model individuals who

are innovative and highly skilled. With that, each student would be

well balanced physically, emotionally, spiritually and intellectually as

stated in the National Education Philosophy.

new ideas. They learn skills that are needed to carry out inquiry

and research, as well as behave independently in learning. They

enjoy continuous lifelong learning experiences.

MOE has outlined 10 Pupil Profiles that each student needs to have

in order to compete globally. Student Profiles are characterised as:

Balanced: They are balanced physically, emotionally, spiritually

and intellectually to achieve personal satisfaction, as well as show

empathy, compassion, and respect for others. Able to contribute

towards the harmony of family, community and country.

Principled: They are honest and have integrity, equality, fair and

respect individual, group and community dignity. They are

responsible for their actions, consequences and decisions.

Informative:

They gain knowledge and form wide and

balanced understanding across various knowledge disciplines.

They explore knowledge effectively and efficiently in the context of

local and global issues. They understand ethical issues/laws related

to the information that was gained.

handle complex problems and make ethical decisions. They think

about learning and themselves as students. They come up with

questions and are open to perspective, values and individual

traditions and societal traditions. They are confident and creative in

handling new learning fields.

needs and feelings of others.

challenges with wisdom, confidence, tolerance and empathy.

sustainability of nature.

thoughts, ideas and information. The thoughs and ideas can be

conveyed verbally, in written form or using various media and

technology in a creative manner.

country.

14

Year 1

CONTENT STANDARD

LEARNING STANDARD

intuitively.

(i)

(i)

(i)

more or less by:

(a) groups of more and less objects,

(b) comparing two groups of objects by matching,

(c) using two groups of objects with different pattern.

(a) counting objects in groups,

(b) name the number to represent the quantity of objects in a group,

(c) determine more or less group by comparing two groups of objects

within one to nine,

(d) name the numerals.

(ii) Determine the value of numbers up to 100:

(a) show the quantity of numbers mentioned by using real objects,

pictures, number lines and abacus 4:1,

(b) match groups of object with the numbers,

(c) compare the value of two numbers and state the relation using more

than and less than,

(d) arrange group of objects, picture cards and number cards in ascending

and descending order,

(e) compare two numbers and say any number in between.

Write numbers up to 100 in:

(a) numerals,

(b) words.

15

Year 1

CONTENT STANDARD

LEARNING STANDARD

sequence.

(i)

(a) ones,

(b) twos,

(c) fives,

(d) tens,

in ascending and descending order by using various objects and number

line.

(ii) Complete any number sequence within 100 by:

(a) ones,

(b) twos,

(c) fives,

(d) tens,

in ascending and descending order.

any number.

(ii) State the digit value for numbers up to 100.

(iii) State the place value and digit value for numbers by using abacus 4:1.

1.6 Estimate.

(i)

(a) stating the quantity,

(b) using more than and less than.

16

Year 1

CONTENT STANDARD

LEARNING STANDARD

(i)

Round off whole numbers to the nearest tens by using number lines.

(ii) Complete various simple number patterns.

17

Year 1

CONTENT STANDARD

LEARNING STANDARD

2.1

form a related number.

(ii) State the total of two numbers.

(iii) List combinations of two numbers for the given total.

2.2

Identify symbols.

(i) Use and vary the relevant vocabulary in context of addition and subtraction.

(ii) Introduce the symbols of addition, subtraction and equal sign.

(iii) Use the symbols of addition, subtraction and equal sign to write number

sentence based on situation given.

2.3

(i)

2.4

problems involving addition

and subtraction in real life

situations.

(a) state spontaneously basic facts of addition.

(b) state spontaneously basic facts of subtraction.

(c) state the inverse relationship between addition facts dan subtraction

facts.

(d) use certain strategies to construct and state basic facts of addition and

subtraction.

(e) use abacus 4:1 to represent calculation in addition and subtraction.

(ii) Add and subtract within 100:

(a) perform the calculation of addition and subtraction.

(b) use abacus 4:1 to represent calculation in addition and subtraction.

(c) use mental calculation strategies in addition and subtraction.

(i) Create story involving addition and subtraction within 100.

(ii) Solve problems involving addition or subtraction using simulation model.

(iii) Solve problems involving addition or subtraction in real life situations.

18

3. FRACTIONS

3.1

Year 1

CONTENT STANDARD

LEARNING STANDARD

and one quarter.

(i)

Identify one over two and one over four as half and quarter using

concrete materials, pictures and folded papers.

19

4. MONEY UP TO RM10

Year 1

CONTENT STANDARD

LEARNING STANDARD

4.1

(ii) Represent the value of money in:

(a) sen up to RM1,

(b) ringgit up to RM10.

(iii) Represent value of money using abacus 4:1.

(iv) Convert money in:

(a) coins up to RM1,

(b) notes up to RM10.

4.2

(i)

(a) sen up to RM1,

(b) ringgit up to RM10.

(ii) Add and subtract involving money using abacus 4:1.

20

5. TIME

Year 1

CONTENT STANDARD

LEARNING STANDARD

5.1

explain the activities according

to schooling days.

(i)

(ii)

(iii)

(iv)

State the sequence of events in a day (schooling days only).

Name days of a week in sequence.

Name months of a year.

5.2

(i) Identify and state half and quarter based on the clock face.

(ii) Say and write time in hour and half an hour using analogue clock.

21

6. LENGTH

6.1

Year 1

CONTENT STANDARD

LEARNING STANDARD

length.

(ii) Compare the length of two or more objects using non-standard units.

(iii) Use and vary the vocabulary in the context of length.

22

Year 1

7. MASS

7.1

CONTENT STANDARD

LEARNING STANDARD

(ii) Compare the mass of two or more objects using non-standard units.

(iii) Use and vary the vocabulary in the context of mass.

23

8. VOLUME OF LIQUID

8.1

Year 1

CONTENT STANDARD

LEARNING STANDARD

liquid.

(i)

units.

(ii) Compare two or more liquid containers using non-standard units.

(iii) Use and vary the vocabulary in the context of volume of liquid.

24

Year 1

9. SPACE

STANDARD CONTENT

STANDARD LEARNING

9.1

Identify three-dimensional

shapes.

(i)

Name the shapes: cuboid, cube, cone, square based pyramid, cylinder and

sphere.

(ii) Describe face, edge and vertex of three-dimensional shapes.

(iii) Arrange objects according to the pattern.

(iv) Build three-dimensional models and describe them.

9.2

Identify two-dimensional

shapes.

(ii) Describe straight line, edge, corner and curved line of two-dimensional

shapes.

(iii) Arrange two-dimensional shapes according to the pattern.

(iv) Create design based on two-dimensional shapes.

25

26

MINISTRY OF EDUCATION MALAYSIA

Level 4-8, Block E9

Precinct 1

Federal Government Administrative Centre

62604 PUTRAJAYA

Tel: 03-8884 2000 Faks: 03-8888 9917

http://www.moe.gov.my/bpk

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