Mathematics Year 2 Yearly Plan: Week Area Topic Learning Area Learning Objectives Learning Outcomes Notes

Mathematics Year 2 Yearly Plan
Week Area Topic Learning Area Learning Objectives Learning Outcomes Notes
1 1. Numbers 1. Whole 1. Numbers to 1. Say and use the number i. Say the number names to KITS
Numbers 1000 names in familiar 1000. Ice-cream sticks, straws,
context. ii. Recognise numerals to chips, multi based blocks,
1000. Cuisenaire rods, flash cards,
picture cards
Curriculum Specifications
Refer to page 1
Thinking Skills
1. Comparing & Contrasting
2. Sequencing
2 1. Numbers 1. Whole 1. Numbers to 1. Say and use the number iii. Count up to 1000 objects KITS
Numbers 1000 names in familiar by grouping them in Ice-cream sticks, straws,
context. hundreds, tens, fives, twos chips, multi based blocks,
and ones. Cuisenaire rods, flash cards,
picture cards
Refer to page 1
Thinking Skills
1. Listing
2. Visualizing
3 1. Numbers 1. Whole 1. Numbers to 2. Read and write numbers i. Write numerals to 1000 KITS
Numbers 1000 to 1000. ii. Read number words to one Number cards, number word
thousand. cards, multi based blocks,
iii. Write number words to Cuisenaire rods, flash cards,
one thousand. picture cards
Refer to page 2
Thinking Skills
1. Translating
2. Sequencing
1
4 1. Numbers 1. Whole 1. Numbers to 3. Know what each digit in i. Recognise the place value KITS
Numbers 1000 a number represents. of numbers. Number cards, word cards,
multi based blocks, place
value frame, Cuisenaire rods,
flash cards, picture cards
Refer to page 3
Thinking Skills
1. Analysing
2. Elaborating
5 1. Numbers 1. Whole 1. Numbers to 4. Understand and use the i. Arrange numbers to 1000: KITS
Numbers 1000 vocabulary of a. count on and count Number cards, word cards,
comparing and back in ones. multi based blocks, place
arranging numbers or b. count on and count value frame, Cuisenaire rods,
quantities to 1000 back in twos. flash cards, grid cards
c. count on and count
back in fives. Curriculum Specifications
d. count on and count Refer to pages 4 & 5
back in tens.
e. count on and count Thinking Skills
back in hundreds. 1. Comparing & Contrasting
2. Sequencing
6 1. Numbers 1. Whole 1. Numbers to 4. Understand and use the ii. Compare two numbers and KITS
Numbers 1000 vocabulary of say which is more or less. Number cards, word cards,
comparing and iii. Arrange numbers in order: multi based blocks, place
arranging numbers or a. compare the numbers; value frame, Cuisenaire rods,
quantities to 1000 and flash cards, number line
b. position the numbers on
a number line. Curriculum Specifications
Refer to page 6
Thinking Skills
2. Decision Making
2
7 1. Numbers 1. Whole 1. Numbers to 5. Understand and use i. Say ordinal numbers from KITS
Numbers 1000 ordinal numbers in eleventh to twentieth. Number cards, word cards,
different contexts. ii. Use ordinal numbers in picture cards, objects such as
different contexts. beads, flash cards, number
line
Refer to page 7
Thinking Skills
1. Reasoning
2. Sequencing
8 1. Numbers 1. Whole 2. Addition with 1. Understand addition as i. Add two numbers without KITS
Numbers the highest total combining two groups regrouping: Chips, multi based blocks,
of 1000 of objects. a. two 1-digit numbers; Cuisenaire rods, place value
b. a 2-digit number and a frame cards, flash cards
1-digit number; and
c. two 2-digit numbers. Curriculum Specifications
Refer to page 8
Thinking Skills
1. Elaborating
2. Drawing Conclusion
9 1. Numbers 1. Whole 2. Addition with 1. Understand addition as ii. Add two numbers with KITS
Numbers the highest total combining two groups regrouping: Chips, multi based blocks,
of 1000 of objects. a. a 2-digit number and a Cuisenaire rods, place value
1-digit number; and frame cards, flash cards
b. two 2-digit numbers.
iii. Add two numbers without Curriculum Specifications
regrouping: Refer to page 9
a. a 3-digit number and a
1-digit number; Thinking Skills
b. a 3-digit number and a 1. Elaborating
2-digit number; and 2. Drawing Conclusion
c. two 3-digit numbers.
3
10 1. Numbers 1. Whole 2. Addition with 1. Understand addition as iv. Add three 1-digit KITS
Numbers the highest total combining two groups numbers. Chips, multi based blocks,
of 1000 of objects. Cuisenaire rods, place value
frame cards, flash cards
Refer to page 10
Thinking Skills
1. Elaborating
10 1. Numbers 1. Whole 2. Addition with 2. Use and apply i. Find the unknown numbers KITS
Numbers the highest total knowledge of addition in number sentences. Chips, multi based blocks,
of 1000 in real life. Cuisenaire rods, place value
frame cards, flash cards,
number sentence cards
Refer to page 11
Thinking Skills
1. Predicting
2. Problem Solving
11 1. Numbers 1. Whole 2. Addition with 2. Use and apply ii. Solve problems involving KITS
Numbers the highest total knowledge of addition addition in real life Chips, multi based blocks,
of 1000 in real life. situations. Cuisenaire rods, place value
sentence cards
Refer to page 12
Thinking Skills
1. Problem Solving
2. Relaying Information
4
12 1. Numbers 1. Whole 3. Subtraction 1. Understand subtraction i. Subtract two numbers KITS

Numbers within the range as “take away” or without regrouping: Chips, multi based blocks,
of 1000 “difference” between a. a 1-digit number from a Cuisenaire rods, place value
two groups of objects. 1-digit number; frame cards, flash cards
b. a 1-digit number from
a 2-digit number; and Curriculum Specifications
c. a 2-digit number from Refer to page 13
a 2-digit number
Thinking Skills
1. Elaborating
13 1. Numbers 1. Whole 3. Subtraction 1. Understand subtraction ii. Subtract two numbers with KITS
Numbers within the range as “take away” or regrouping: Chips, multi based blocks,
of 1000 “difference” between a. a 1-digit number from a Cuisenaire rods, place value
two groups of objects. 2-digit number; and frame cards, flash cards
b. a 2-digit number from
a 2-digit number Curriculum Specifications
iii. Subtract two numbers Refer to page 14
without regrouping:
a. a 1-digit number from a Thinking Skills
3-digit number; 1. Elaborating
b. a 2-digit number from 2. Drawing Conclusion
a 3-digit number; and
c. a 3-digit number from
a 3-digit number
14 1. Numbers 1. Whole 3. Subtraction 1. Understand subtraction iv. Subtract three 1-digit KITS
Numbers within the range as “take away” or numbers. Chips, multi based blocks,
of 1000 “difference” between Cuisenaire rods, place value
two groups of objects. frame cards, flash cards
Refer to page 15
Thinking Skills
1. Elaborating
5
14 1. Numbers 1. Whole 3. Subtraction 2. Use and apply i. Find the unknown numbers KITS
Numbers within the range knowledge of in number sentences. Chips, multi based blocks,
of 1000 subtraction in real life. Cuisenaire rods, place value
Refer to page 16
Thinking Skills
1. Predicting
2. Problem Solving
15 1. Numbers 1. Whole 3. Subtraction 2. Use and apply ii. Solve problems involving KITS
Numbers within the range knowledge of subtraction in real life Chips, multi based blocks,
of 1000 subtraction in real life. situations. Cuisenaire rods, place value
sentence cards
Refer to pages 17 & 18
Thinking Skills
1. Problem Solving
16 1. Numbers 1. Whole 4. Multiplication 1. Understand i. Recognise multiplication KITS
Numbers within 2, 3, 4 multiplication as as repeated addition. Chips, multi based blocks,
and 5 time- repeated addition. Cuisenaire rods, picture
tables ( 2, 3, 4 and 5 times- cards, flash cards, number
tables ) sentence cards
Refer to page 19
Thinking Skills
1. Analysing
6
16 1. Numbers 1. Whole 4. Multiplication 1. Understand ii. Write number sentences KITS

Numbers within 2, 3, 4 multiplication as for multiplication. Chips, multi based blocks,
and 5 time- repeated addition. Cuisenaire rods, picture
tables ( 2, 3, 4 and 5 times- cards, flash cards, number
Thinking Skills
1. Inferring
2. Gathering Information
17 1. Numbers 1. Whole 4. Multiplication 1. Understand iii. Build up the multiplication KITS

Numbers within 2, 3, 4 multiplication as tables of 2, 3, 4 and 5. Chips, multi based blocks,
and 5 time- repeated addition. iv. Multiply two 1-digit Cuisenaire rods, picture
tables ( 2, 3, 4 and 5 times- numbers. cards, flash cards, number
Refer to page 21
Thinking Skills
1. Listing
2. Sequencing
18 1. Numbers 1. Whole 4. Multiplication 2. Know by heart the i. Recall rapidly the KITS
Numbers within 2, 3, 4 multiplication tables of multiplication tables of 2, Chips, multi based blocks,
and 5 time- 2, 3, 4 and 5 3, 4 and 5. Cuisenaire rods, picture
tables cards, flash cards, number
sentence cards
Refer to page 22
Thinking Skills
2. Listing
7
18 1. Numbers 1. Whole 4. Multiplication 3. Use and apply i. Find the unknown numbers KITS
Numbers within 2, 3, 4 knowledge of in number sentences. Chips, multi based blocks,
and 5 time- multiplication in real Cuisenaire rods, place value
tables life. frame cards, flash cards,
Refer to page 23
Thinking Skills
1. Predicting
2. Problem Solving
19 1. Numbers 1. Whole 4. Multiplication 3. Use and apply ii. Solve problems involving KITS
Numbers within 2, 3, 4 knowledge of multiplication in real life Chips, multi based blocks,
and 5 time- multiplication in real situations. Cuisenaire rods, place value
tables life. frame cards, flash cards,
sentence cards
Refer to page 23
Thinking Skills
1. Problem Solving
20 1. Numbers 1. Whole 5. Division within 1. Understand division as i. Recognise division as KITS
Numbers 2, 3, 4 and 5 sharing equally or sharing equally. Chips, multi based blocks,
time-tables grouping. ii. Recognise division as Cuisenaire rods, picture
( Corresponding to 2, 3, grouping. cards, flash cards, number
4 and 5 times-tables ) sentence cards
Refer to page 24
Thinking Skills
1. Analysing
8
20 1. Numbers 1. Whole 5. Division within 1. Understand division as iii. Write number sentences KITS
Numbers 2, 3, 4 and 5 sharing equally or for division. Chips, multi based blocks,
time-tables grouping. Cuisenaire rods, picture
( Corresponding to 2, 3, cards, flash cards, number
Refer to page 25
Thinking Skills
1. Inferring
21 1. Numbers 1. Whole 5. Division within 1. Understand division as iv. Divide numbers within the KITS
Numbers 2, 3, 4 and 5 sharing equally or multiplication tables. Chips, multi based blocks,
time-tables grouping. Cuisenaire rods, picture
( Corresponding to 2, 3, cards, flash cards, number
Refer to page 25
Thinking Skills
2. Problem Solving
22 1. Numbers 1. Whole 5. Division within 2. Derive quickly division i. Derive quickly division KITS
Numbers 2, 3, 4 and 5 facts. facts of 2, 3, 4 and 5 times- Chips, multi based blocks,
time-tables ( Corresponding to 2, 3, tables. Cuisenaire rods, picture
4 and 5 times-tables ) cards, flash cards, number
sentence cards
Refer to page 26
Thinking Skills
2. Listing
9
22 1. Numbers 1. Whole 5. Division within 3. Use and apply i. Find the unknown numbers KITS
Numbers 2, 3, 4 and 5 knowledge of in number sentences. Chips, multi based blocks,
time-tables division in real life. Cuisenaire rods, place value
sentence cards
Refer to page 27
Thinking Skills
1. Predicting
2. Problem Solving
23 1. Numbers 1. Whole 5. Division within 3. Use and apply ii. Solve problems involving KITS
Numbers 2, 3, 4 and 5 knowledge of division in real life Chips, multi based blocks,
time-tables division in real life. situations. Cuisenaire rods, place value
sentence cards
Refer to page 27
Thinking Skills
1. Problem Solving
24 1. Numbers 4. Money 1. Money to RM50 1. Understand and use the i. Represent the value of KITS
vocabulary related to money in ‘RM’ and ‘sen’. Real notes and coins,
money. simulation notes and coins,
cut out notes and coins,
flash cards
Refer to page 28
Thinking Skills
2. Elaborating
10
24 1. Numbers 4. Money 1. Money to RM50 1. Understand and use the ii. Exchange: KITS
vocabulary related to a. coins up to RM5; and Real notes and coins,
money. b. notes up to RM50. simulation notes and coins,
flash cards, sentence cards
Refer to page 29
Thinking Skills
2. Elaborating
25 1. Numbers 4. Money 1. Money to RM50 2. Use and apply i. Add money up to RM50. KITS
knowledge of ii. Subtract money up to Real notes and coins,
money in real life. RM50. simulation notes and coins,
flash cards, objects
Refer to page 30
Thinking Skills
1. Planning
2. Elaborating
26 1. Numbers 4. Money 1. Money to RM50 2. Use and apply iii. Solve problems involving KITS
knowledge of money in real life Real notes and coins,
money in real life. situations. simulation notes and coins,
flash cards, sentence cards
Refer to page 31
Thinking Skills
1. Problem Solving
11
27 2. Measures 1. Time 1. Reading and 1. Understand, read and i. Read time to five minutes. KITS
writing time write the vocabulary ii. Write the time to five Analogue clock face, flash
related to time. minutes. cards, number cards, word
cards, phrase cards, sentence
cards
Thinking Skills
1. Translating
28 2. Measures 1. Time 2. Relationship 2. Understand the i. Use units of time and KITS
between units of relationship between know the relationship Analogue clock face, flash
time units of time. between: cards, number cards, word
a. hour and minutes; and cards, phrase cards, sentence
b. day and hours cards, calendar
Refer to page 34
Thinking Skills
1. Translating
29 2. Measures 1. Time 3. Solving problems 3. Use and apply i. Solve problems involving KITS
involving time knowledge of time in real life situations. Analogue clock face, flash
time in real life. cards, number cards, word
cards, phrase cards, sentence
cards, calendar
Refer to page 35
Thinking Skills
1. Problem Solving
12
30 2. Measures 2. Length 1. Introduction to 1. Understand and use the i. Use the vocabulary related KITS
length vocabulary related to to length in practical Objects of different length
time. contexts. such as rulers, pencils, rope,
ribbons, word cards,
sentence cards
Refer to page 36
Thinking Skills
2. Sequencing
30 2. Measures 2. Length 2. Measuring and 2. Measure and compare i. Compare the lengths of KITS
comparing lengths by direct two objects by direct Objects of different length
lengths comparison and using comparison. such as rulers, pencils, rope,
non-standard units. ribbons, word cards,
sentence cards
Refer to page 37
Thinking Skills
2. Sequencing
31 2. Measures 2. Length 2. Measuring and 2. Measure and compare ii. Measure lengths of objects KITS
comparing lengths by direct using uniform non- Objects such as paper clips,
lengths comparison and using standard units. pencils, rope, ribbons, word
non-standard units. cards, sentence cards
Refer to page 38
Thinking Skills
2. Sequencing
13
31 2. Measures 2. Length 2. Measuring and 3. Measure and compare i. Measure lengths of objects KITS
comparing lengths using standard using standard units. Objects such as rulers,
lengths units. a. metre; and pencils, rope, ribbons,
b. centimetre. measuring tapes, word cards,
sentence cards
Refer to page 38
Thinking Skills
2. Listing
32 2. Measures 3. Mass 1. Introduction to 1. Understand and use the i. Use the vocabulary related KITS
mass vocabulary related to to mass in practical Objects of different weight
mass. contexts. such as sand bags, bricks,
bags of marbles, word cards,
sentence cards
Refer to page 39
Thinking Skills
2. Sequencing
32 2. Measures 3. Mass 2. Measuring and 2. Measure and compare i. Compare the masses of KITS
comparing masses by direct two objects by direct Objects of different weight
masses comparison and using comparison. such as sand bags, bricks,
non-standard units. bags of marbles, word cards,
sentence cards
Refer to page 40
Thinking Skills
2. Sequencing
14
33 2. Measures 3. Mass 2. Measuring and 2. Measure and compare ii. Measure masses of objects KITS
comparing masses by direct using uniform non- Objects of different weight
masses comparison and using standard units. such as chalks, pencils,
non-standard units. beads, marbles, word cards,
sentence cards
Refer to page 41
Thinking Skills
2. Sequencing
33 2. Measures 3. Mass 2. Measuring and 3. Measure and compare i. Measure masses of objects KITS
comparing masses using standard using standard units. Objects such as sugar, flour,
masses units. a. kilogram sand, stones, water,
weighing scales, word cards,
sentence cards
Refer to page 41
Thinking Skills
2. Listing
34 2. Measures 4. Volume Of 1. Introduction to 1. Understand and use the i. Use the vocabulary related KITS
Liquid volume of liquid vocabulary related to to volume in practical Variety of containers such as
volume of liquid contexts. bottles, jugs, cans, cups
word cards, sentence cards
Refer to page 42
Thinking Skills
2. Sequencing
15
34 2. Measures 4. Volume Of 2. Measuring and 2. Measure and compare i. Compare the volumes of KITS
Liquid comparing volumes of liquid by two liquids by direct Variety of containers such as
volumes of direct comparison and comparison. bottles, jugs, cans, cups, milk
liquid using non-standard cartons, word cards, sentence
units. cards
Refer to page 43
Thinking Skills
2. Sequencing
35 2. Measures 4. Volume Of 2. Measuring and 2. Measure and compare ii. Measure volumes of liquid KITS
Liquid comparing volumes of liquid by using uniform non- Variety of containers such as
volumes of direct comparison and standard units. bottles, jugs, cans, cups, milk
liquid using non-standard cartons, word cards, sentence
units. cards
Refer to page 44
Thinking Skills
2. Sequencing
35 2. Measures 4. Volume Of 2. Measuring and 3. Measure and compare i. Measure volumes of KITS
Liquid comparing volumes of liquid using liquid using standard units. Liquid such as water,
volumes of standard units. a. litre measuring cylinders, word
liquid cards, sentence cards
Refer to page 44
Thinking Skills
2. Listing
16
36 3. Shape and 1. Three- 1. Three- 1. Understand and use the i. Identify the appearance of KITS
Space Dimensional Dimensional vocabulary related to a three-dimensional shape Objects of cube, cuboid,
Shapes (3-D Shapes (3-D 3-D shapes. as a whole. cone, cylinder, sphere,
Shapes) Shapes) ii. Compare and sort three- pyramid shapes, word cards,
dimensional shapes sentence cards
according to properties.
Thinking Skills
2. Elaborating
37 3. Shape and 1. Three- 1. Three- 1. Understand and use the iii. Label parts of three- KITS
Space Dimensional Dimensional vocabulary related to dimensional shapes. Objects of cube, cuboid,
Shapes (3-D Shapes (3-D 3-D shapes. cone, cylinder, sphere,
Shapes) Shapes) pyramid shapes, word cards,
sentence cards
Thinking Skills
1. Giving Opinion
2. Elaborating
37 3. Shape and 1. Three- 1. Three- 2. Describe and classify i. Identify three-dimensional KITS
Space Dimensional Dimensional common 3-D shapes. shapes based on Objects of cube, cuboid,
Shapes (3-D Shapes (3-D descriptions. cone, cylinder, sphere,
Shapes) Shapes) pyramid shapes, word cards,
sentence cards
Refer to page 47
Thinking Skills
1. Giving Opinion
2. Elaborating
17
38 3. Shape and 2. Two- 1. Two- 1. Understand and use the i. Identify the appearance of KITS
Space Dimensional Dimensional vocabulary related to a two-dimensional shape Cut out of square, triangle.
Shapes (2-D Shapes (2-D 2-D shapes. as a whole. circle, rectangle, oval shapes,
Shapes) Shapes) ii. Compare and sort two- word cards, sentence cards
dimensional shapes
according to properties. Curriculum Specifications
Refer to page 48
Thinking Skills
2. Elaborating
39 3. Shape and 2. Two- 1. Two- 1. Understand and use the iii. Label parts of two- KITS
Space Dimensional Dimensional vocabulary related to dimensional shapes. Cut out of square, triangle.
Shapes (2-D Shapes (2-D 2-D shapes. circle, rectangle, oval shapes,
Shapes) Shapes) word cards, sentence cards
Refer to page 49
Thinking Skills
1. Giving Opinion
2. Elaborating
39 3. Shape and 2. Two- 1. Two- 2. Describe and classify i. Identify two-dimensional KITS
Space Dimensional Dimensional common 2-D shapes. shapes based on Cut out of square, triangle.
Shapes (2-D Shapes (2-D descriptions. circle, rectangle, oval shapes,
Shapes) Shapes) word cards, sentence cards
Refer to page 49
Thinking Skills
1. Giving Opinion
2. Elaborating
18

Mathematics Year 2 Yearly Plan: Week Area Topic Learning Area Learning Objectives Learning Outcomes Notes

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Mathematics Year 2 Yearly Plan

12 1. Numbers 1. Whole 3. Subtraction 1. Understand subtraction i. Subtract two numbers KITS

16 1. Numbers 1. Whole 4. Multiplication 1. Understand ii. Write number sentences KITS

17 1. Numbers 1. Whole 4. Multiplication 1. Understand iii. Build up the multiplication KITS

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