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YEARLY PLANNER MATHEMATIC SPECIAL REMEDIAL PROGRAMME 1-6

Bil Skills/ Theme Objectives Activities Resources/ Aids

1 Pre-Number Pupils able to; 1. Colour Colour pencils

To classify concrete and To classify concrete and a)To name colour Primary colour cards
semi- concrete materials semi-concrete objects; b)To match colour with
object
a. Colour 1. Colour c)To join colour cards Cards of different
b. Sizes 2. Sizes sizes
c. Shapes 3. Shapes 2.Sizes
d. Types 4. Types a)To recognize about
sizes
b)To names sizes Shapes cards
c)To match the same
sizes
d)To colour the same size
Various types of
3.Shapes pictures:
a)To names the shapes Living/non-living
b)To match the shaped thing/ sex/ food
cards with concrete vehicle, animals
object
c)To colour same shapes

4.Types
a)To name objects
according to
type

2 Number Concept Pupils able to; 1.To classify groups Concrete objects
2.1 To state quantity by 1.To state quantity by picture
comparison comparison 2.To colour groups worksheets
a. many or few a. many/ few
b. equal or not equal b. equal / not equal 3.To match the groups
c. more or less c. more / less with same amount

4.To name the groups

3 Recognizing Numbers Pupils able to; 1.To count real objects Real objects number
3.1 Value of numbers 1 to 5,6 1.Recognize value of cards kinestetic cards
to 9 number 1 to 9 2.To group objects Ex; 2
according to numbers Template
3.2 Recognize numbers 2.To recognize numbers in the instructions 8
1 to 9 Embossed card

3.3 Ascending 3.To recognize numbers 3.To determine/ to name stencil numbers

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in word form numbers of objects picture cards

spontaneously
3.4 Descending 4.Refer to by name counters number
ascending order 4.To match numbers with steps
value and vice versa
3.5 Numbers in between 5.Mention desending using concrete / semi-
order concrete objects.

6.To state the between 5.To trace sequential

numbers numbers kinesthetically

6.To write numbers on

dotted lines

7.To write nmbers, 1 to 10

8.Counting and writing

matching numbers

9.Writing numbers in
word form

10.Completing numbers in
ascending/descending
order

11.To state the between

numbers

4 To Recognize Zero ‘0’ Pupils able to; 1.Reduce concrete ‘0’ cards concrete
1.Recognize shape objects/material on by objects double
and zero value one in a group to number cards in ten
introduce zero value
2.Understand zero
value in place value 2.To show zero ‘0’ symbol
(ones) with numbers cards

3.To emphasize the use

of zero in number 10,
20 as one place value
(ones)

4.Addition involving zero

5.Subtraction involving
zero

5 Addition Within Ten Pupils able to; 1.To state the number of Counters boxes
5.1 To introduce the concept of 1.To recognize objects in the group ( in group )

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addition addition concept

5.2 To write the 2.To write the 2.To state two group of numbers cards
mathematical sentence for mathematical counters and the total symbol cards (+) and
additon by using the sentence for adddition ( = ) flash cards
process of combination by the process of 3.To write the
regrouping mathematical
sentence for the
5.3 To write the mathematical 3.To complete the process of regrouping
sentence for addition mathematical
involving numbers to 10 sentence for addition 4.To introduce symbol
involving numbers to 10 ‘plus’ and equal

5.4 To add spontaneously 4.To add Spontsneously 5.To write the

numbers to 10 addition facts involving mathmatical
numbers to 10 sentence based on the
pictures
5.5 Problem solving 5.Solve daily problem
involving addition 6.To complete the
mathematical
sentence

7.To complete the

mathematical
sentence for the
operation of addition in
vertical layout

8.To add spontaneously

additon facts involving
numbers to 10

9.Solving daily problem

involving addition
within 10

6 Subtraction Within 10 Pupils able to; 1.To state the numbers of Counters/ concrete
6.1 To recognize the concept of 1.Recognize subtraction objects in groups materialss real
subtraction Concept objects symbol cards
2.To separate one big (-) and (=)
6.2 To write the mathematical 2.To write the group of concrete
sentence mathematical objects into two small
groups
To complete the
6.3 mathematical sentence for sentence for 3.To write subtraction
subtraction involving subtraction by the statements based on
numbers to 10 process of separation the pictures

To subtract spontaneously 3.To complete the 4.To write the

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basic fact of subtraction mathematical mathematical

6.4 involving numbers to 10 sentence for sentence for subtraction
subtraction based on the pictures
Problem solving
4.To subtract 5.To change the
spontaneously the mathematical
6.5 basic fact sentence of
subtraction to vertical
5.To solve daily layout
problem
6.To solve daily problem
involving subtraction
within 10

7 Recognizing Numbers 11- Pupils able to; 1.To count objects by Bottle caps
50 1.To name and ascending and Seeds beads stick
7.1 To name and determine the determine the value descending number cards 1-50
value of numbers 11-50 numbers 11-50 picture cards counter
2.To name each group
2.To write numbers 11- according to the
7.2 T o write numbers 11-50 50 number of objects

7.3 To complete numbers by 3.To complete 3.To match suitable

enumerating numbers 11-50 by number cards with the
( counting one by one ) enumberating group of objects

4.To write numbers in 4.To write the number

7.4 To write numbers in word word form mentioned
form
5.To determine the 5.To write the numbers
7.5 To determine the place place value of tens according to the
value of tens and ones and ones numbers of objects or
pictures
7.6 To write numbers in
horizontal layout 6.Teens numbers. To
rewrite the numbers in
sequence

8 Addition Within 18 Pupils able to; 1.To combine two group Counters
8.1 To write the mathematical 1.To write the of objects and state number cards picture
sentence for the operation mathematical the total cards symbol cards
of addition by the process sentence for addition ( - ) and ( = ) flash
of regrouping involving numbers to 18 2.To write the card of basic facts of
mathematical addition
To complete the 2.To add Spontaneously sentence for the
mathematical Basic facts of addition process combination
8.2 sentence for subtraction using symbols
involving numbers to 18 3.To write the sum in

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vertical layout 3.To write the

To add spontaneously basic involving numbers to 18 mathematical
facts of additon 18 sentence for addition
4.To solve daily based on pictures
8.3 To write the sum in vertical Problem
layout involving numbers to given 4.To complete the
18 mathematical
sentence
8.4 Problem solving
5.To solve daily problems
involving the operation
of addition within 10
8.5

9 Subtration Within 18 Pupils able to; 1.To state the numbers of Counters
9.1 To write the mathematical 1.To write the objects in groups within number cards
sentence mathematical 18 number line
sentence involving concrete objects basic
To complet the numbers to 18 2.To separate one big facts flash cards
9.2 mathematical sentence group of concrete subtraction and
2.To subtract objects into two small balance word cards
To subtract spontaneously Spontaneously groups symbol cards
basic subtraction facts ( - ) ( = ) mathematical
9.3 3.To write the sum in 3.To write the sentence card
To write te sum in vertical vertical layout mathematical
layout statement based on
4.To solve daily pictures, Using
9.4 Problem solving problem subtraction and
balance

9.5 4.To write the

mathmatical sentence
by introducing the
symbol (-) and (=)

5.To write the

mathmatical sentence
based on the pictures

6.To complete the

mathematical
sentence fo subtraction

7.To write of subtraction

in vertical layout

8.Solving daily problems

involving Subtration

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within 18

10 Addition Within 50 Pupils able to : 1.To add one number in Flash cards
Without Regrouping 1.To add any numbers in multiples of tens with a counters
10.1 To add any teo numbers, mathematical one digit number place value cards of
one digit and in multiples of sentence a. to add one digit tens and ones
tens and vice versa number with zero
1. horizontal layout 2.To add any numbers in b. to add one digit
2.vertical layout vertical layout numbers with one
digit number
To add any two numbers, 3.To add c. to add one digit
10.2 one digit and two digit and spontaneously numbers with one
vice versa number with one
1. horizontal layout 4.To solve daily number in multiples of
2.vertical layout problems tens and vice versa
d. to change the
To add any two numbers, mathematical
two digit sentence from
10.3 1. horizontal layout horizontal layout
2.vertical layout into vertical layout

Problem solving 2. to add a two digit

number with a one
10.4 digit number

3. two add two digit

numbers without
regrouping

4. To solve daily
problems involving
addition within 50
without regrouping
Addition Within 50 By
Regrouing
11 To add any two numbers, Pupils able to : 1.To add any two digits Counters
two and one digit and vice 1.To add any numbers in with one digits and vice Symbol cads
11.1 versa mathematical versa (+)(=)
1. horizontal layout sentence a. to show the value of numbers cards
2. vertical layout two numbers with counter card
2.To add any numbers in counters in tens and
To add any two numbers of vertical layout ones
two digits with two digits
11.2 1. horizontal layout 3.To add Spontaneously 2.To add any numbers,
2. vertical layout two digits with two
4.To solve daily problems digits
Problem solving
3.To solve daily problems
Involving addition of
11.3 any two digits numbers

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with two digits within

50 by regrouping

12 Subtraction Within 50 Pupils able to : 1.To subtract any two Counters

Without Regrouping 1.To subtract two digit digits with two digits Symbol cards
12.1 To subtract any one digit and two digit in ( ─ ) and ( = )
number from two digits mathematical 2.To subtract any two Number cards
number sentence digit numbers from two Place value cards
1. horizontal layaout digit numbers Counter cards
2. vertical layout 2.To subtract two digit
number and one digit 3.To subtract any
12.2 To subtract any two digit number in vertical numbers in multiples of
number from two digit layout tens from two digit
numbers in horizontal and numbers
vertical layout 3.To solve problem
given 4.To solve daily problems
To subtract any one involving subtraction
12.3 numbers in multiples of within 50 without
tens from two digit regrouping
numbers in horizontal and
vertical layout

Problem solving
12.4

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13 Subtraction Within 50 By Pupils able to : 1.To revise basic facts of Picture cards
Regrouping 1.To subtract two digit Subtraction orally and Symbol cards
13.1 To subtrac any one digit numbers and one in ertitten from Place value cards
number from two digit digit numbers in Number cards
numbers in horizontal and mathematical 2.To subrract any two Counter cards
vertical layout sentence numbers of two digit
with two digit numbers
To subtrac any two numbers 2.To subtract two digit
13.2 of two digit with two digit numbers and one 3.To subtrac one digit
numbers in horizontal and digit number in vertical numbers from a
vertical layout layout number in multiple of
tens
3.To solve daily
problem 4.To solve daily problems
involving
subtractionany
two numbers two digit
numbers from numbers
in multiples of ten
within 50 by regrouping

14 Recognising Numbers 51 to Pupils able to; 1.To count in tens using Concrete objects
99 1.To name and bundles of tens Counters
14.1 To name and to determine determine the value Bundles of tens
the value 51 – 99 numbers 51 – 99 2.To say number cards Picture cards
that are shown Place value cards
To write numbers 51– 99 2.To write numbers
14.2 51 – 99 3.To match the bundle of
To complete numbers by counters with number
14.3 enumerating 3.To complete cards
numbers 51 - 99 by
To write numbers in word enumerating 4.To recognize the place
14.4 form value of tens and ones
4.To write numbers in using the counter
To determine the values of word form
14.5 tens and ones 5.Point to the number
5.To determine the mentioned
To write the mathrmatical place value of tens
14.6 sentence in horizontal and ones 6.To write the number
layout according to the
number of items or
pictures

15 Addition Within 100 Pupils able to : 1.To add any two Counters

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Without Regrouping
15.1 To add any two numbers in
tens/ multiple of tens
To add any two, one digit
15.2 and two digits or vice versa
To add any two numbers of
two digits with two digits
15.3
Problem solving
15.4
16 Addition Within 100 By
Regrouping
16.1 To add any one digit
number with two ndigit
number or vice versa in
horizontal and vertical
layout
16.2 To add anyn two digit
numbers in horizontal and
vertical layout
1.To add any numbers numbers with one digit Bunddle of tens
involving 100 in number in vertical and Picture cards
methematical horizontal layout Place value cards
sentence
2.To add any numbers 2.To add any two
in vertical layout numbers with one digit
number without
3.To add any numbers involving zero
Spontaneously 1. Vertical layout
2. Horizontal layout
4.To solve daily
problems 3.To add two digits
number with two digits
number involving zero
1. Vertical layout
2. Horizontal layout
4.To solve daily problems
involving the addition
of numbers within 100
without regrouping
Pupils able to : 1.To add any two digit worksheet
1.To add any one digit number with one digit
with two digit in number or vice versa
mathematical without involving zero
sentence 1. Vertical layout
2. Horizontal layout
2.To add any number
two digit in vertical 2.To add any two digit
and horizontal layout number with one digit
number involving zero
3.To add any number within 50 :
two digit 1. Vertical layout
spontaneously 2. Horizontal layout
3.To add any tweo digt
number by regrouping
involving zero within
100
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17 Subtraction Within 100 Pupils able to : 1.To subtract any one

Without Regrouping 1.To subtract any digit number from two Symbol cards
17.1 To subtract any one digit number in digit numbers without ( ─ )( = )
number from a two digits mathematical regrouping
number sentence Counters cards
2.To subtract any one
17.2 To subtract any two digit 2.To subtract any digit number from two worksheets
number from a two digit number digit number
number spontaneously

17.3 To subtract any one digit 3.To solve daily 3.To subtract any two
number from any number in problem digit number from two
tens/ digit number
multiples of tens
4.To subtract one digit
17.4 To subtract any two digits number from any
number from any in number in multiples of
tens/multiples of tens tens

17.5 Problem solving 5.To solve daily problems

involving subtraction

18 Subtraction Within 100 By Pupils able to : 1.To subtract any one Subtraction of two
Regrouping 1.To subtract any digit number from two digit from one digitb
18.1 To subtract any one digit Number in digit numbers by cards
number from two digit mathematical regrouping
numbers in horizontal and sentence Subtraction of
vertical layout 2.To subrract any two multiples of tens from
2.To subtract any numbers from digit tens cards
To subtract any two digit number in vertical numbers by regrouping
18.2 numbers from two digit layout Subtraction mode
numbers in vertical layout 3.To subtract one digit cards
3.To subtract any number from any
To subtract any one digit number spontaneously number in multiples of
number from two number tens
18.3 inmultiple of tens 4.To solve daily
Problems 4.To subtract any two
To subtract any two digit digit numbers from any
numbers from any number number in multiples of
in multiple of tens tens
18.4
Problem solving 5.To solve daily problems
involving subtraction

18.5

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19 Multiplication Pupils able to : 1.To group objects with Basic facts cards
19.1 To recognize the concept of 1.To reognise the the same number in Word cards
multiplication concept of the group Domino
multiplication multiplication cards
2.Skip counting using Flash cards
19.2 To write the mathematical 2.To write the concrete objects
sentence for multiplication mathematical
1. table of 2 to 5 sentence 3.Counting in 2’ in
2. table of 6 to 9 multiplication table of sequence by filling the
2 to 5, 6 to 9 blanks

3.To complete the 4.To state the number

19.3 To complete the mathematical value of objects in
mathematical sentence sentence each collection
1. table of 2 to 5
2. table of 6 to 9 4.To multiply 5.To read the
Spontaneously mathematical
sentence for
19.4 To multiply spontaneously 5.To solve daily multiplication from the
problems flash cards
Problem solving
19.5 6.To complete the basic
facts of multiplication
without the flash cards

7.To solve daily problems

20 Division Up To 45 ÷ 5 Pupils able to : 1.To recognize division Concrete objects

20.1 To recognize division 1.To recognize division by the concept of Number cards
concept by the process of distribution of items in Symbol cards
distribution of items twos, threes, fours, fives Bowl / plate
20.2 To write the mathematical according to number Mathematical
sentence for division determined 2. To recognize division sentence cards
by the process of equal
To complete the 2.To write and to distribution one group
20.3 mathematical sentence complete the of concrete of one,
mathematical twos and threes
sentence for the
basic division facts up
To recognize division by the to 25 ÷ 5
process of distribution
20.4 3.To recognize division 3. To recognize division
Problems solving Spontaneously by the concrete
objects and symbol
4.To solve daily problems 4.To complete the
20.5 mathmatical sentence
of division up to 25 ÷ 5

5.To find the product of

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the basic facts of

division

6.To complete the

mathmatical sentence
by writing the operation
of division for the
answers given

7.To write the

mathmatical sentence
of division which can
be divided by 3, 4, 5

8.To solve daily problems

Money involving division
To recognize coins
To state the
21 Pupils able to : 1.To recognize coins 1 Imitation coins
21.1 comparative value of two 1.To recognize coins sen, 5 sen, 10 sen, 20 Real coins
coins sen, 50 sen and RM 1 Toys for role play
2.To recognize the picture cards of coins
21.2 To write the currency symbol of sen 2.To name the coin 1sen, Real notes
symbol of Ringgit Malaysia 5 sen, 10 sen, 20 sen, Symbol cards
(RM) 3.To state the 50 sen and RM 1 Picture cards of coins
21.3 comparative value of Price tagsbus tickets
To state the comparative coins, 1 sen, 5 sen, 20 3.To trace coins and to
the value of RM1, RM2, sen, 50 sen and RM 1 wite the value
RM5 and RM10
21.4 4.To recognize and write 4.To records the value of
Problem solving the currency symbol of coins in a group
Ringgit Malaysia (RM)
5.To compare the equal
5.To state the value of coins of
21.5 comparative value of different denomination
notes, example RM 1,
RM 2, RM 5 and RM 10 6.To recognize and to
name notes from Rm 1
to Rm 10

6.To solve daily problems 7.To write the notes value

related to daily
expenditure and fares
transacted using sen
involving total and
balance
using words, numbers
and Ringgit Malaysia
8.To write the value of
notes using number
and symbol from

9.To changesen to
Ringgit Malaysia

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10.To calculated the sum

related to :
1. Daily expenditure
2. Purchases

22 Time Pupils able to : 3 fares Pictures showing

22.1 To correlate general time of 1.To recognize general 1.To tell the general time parts of day
the day time of day of day Picture showing
a. to name the activities dine in
22.2 To tell time by hours 2.To state the time in hour different time of day different time clock
b. to record day and face
22.3 To tell time by fractions 3.To state time in night activities Clock face (without
Fractions hands)
22.4 To read information from 2.To name the part of
calendar : day,date, week, 4.To read information the clock
month and year from calender
3.To divide the clock
Problem solving 5.To solve daily problems face to 4 quarters
22.5
4.To solve daily problems
involving general time
of day

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