Teacher’s Manual & Lesson Plans

Dr Eric Chan Chun Ming

 Published by Ameena Saiyid

Lightstone Publishers (Pvt) Limited

Plot no B-113, Sector 6/F, Mehran Town, Korangi Industrial Area
Karachi 74900, Pakistan

Copyright © Lightstone Publishers (Pvt) Limited 2021

The moral rights of the authors have been asserted

First Edition published in Pakistan by Lightstone Publishers (Pvt) Limited, 2021

For sale in Pakistan only

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ISBN: 9789697160990
Printed by: Ahmed Grafics, Pakistan.
 Primary 4
Teacher’s Manual & Lesson Plans

1 Whole Numbers 1

2 Factors And Multiples 40

3 Four Operations Of Whole Numbers 60

4 Fractions 89

5 Angles 136

6 Squares And Rectangles 184

7 Decimals 207

8 Four Operations Of Decimals 266

9 Symmetry 301

10 Area And Perimeter 320

11 Area Of Triangles 356

12 Tables And Line Graphs 380

13 Time 401
 Scheme of Work Chapter 1 Whole Numbers
Sub Topic /
(Suggested Key SIOs TB WB
Learning Experience (LE) Additional Resources
Number of (Pupils should be able to…) pages pages
Periods)
Whole 1 Get Ready:
Numbers Let’s Talk About

Let’s Recall • Count in 1s, 10s, 100s and 1000s up 2-3 1

Numbers to to 10,000
10,000 • Rename 10 ones as 1 ten, 10 tens as
(2 periods) 1 hundred,
10 hundreds as
1 thousand and
10 thousands as
1 ten thousand
• Read numbers in
numerals up to 10,000
• Recognise number
notation and the respective place
value of each digit

Numbers to • Use number discs to represent 4-11 2-5 Engage: Worksheets;

1,00,000 numbers Hands-On Activity
(8 periods) • Count in 1000s or 10,000s number discs, newspaper or
• Recognise number notation and the magazine articles
respective place value of each digit
• Read and write numbers up to
1,00,000 in numerals and in words
• Estimate numbers in
10 thousands

Let’s Recall • Find the number that is 12 6-7

Comparing 10, 100 or 1000
and more than/less than
Ordering a given number
Numbers • Compare and order numbers
within 10,000 within 10,000
(1 period)

1
2
Sub Topic /
(Suggested Key SIOs TB WB
Learning Experience (LE) Additional Resources
Number of (Pupils should be able to…) pages pages
Periods)
Comparing • Find the number that is 13-18 8-10 Engage: Worksheets;
and 10, 100 or 1000 Hands-On Activity
Ordering more than/less than Engage: number discs
Numbers up a given number IT Activity
to 1,00,000 • Compare and order numbers Engage: number discs, number line template,
(8 periods) within 1,00,000 Hands-On Activity place value cards

Let’s Recall • Identify patterns in number 19 11

Number sequences
Patterns
within 10,000
(1 period)

Number • Identify patterns in number 20-21 12 Worksheets

Patterns sequences
within
1,00,000
(5 periods)

Rounding off • Round off numbers to the nearest 22-33 13-22 Worksheets;
Numbers 10
(10 periods) • Round off numbers to the nearest
100
• Round off numbers to the nearest
1000

Estimation • Estimate the sum of two numbers 34-36

(3 periods) or the difference between two
numbers

Let’s Think • Form the smallest and the greatest 37

Along 5-digit numbers given 6 digits
(1 period)
1 Whole Numbers

Overview
• Pupils will learn how to recognise, write and compare numbers up to 1,00,000. In addition, they
will learn to round off numbers to the nearest 10, 100 and 1000 as well as make estimations.

Key SIOs
• Use number discs to represent numbers
• Count in 1000s or 10,000s
• Rename 10 ones as 1 ten, 10 tens as 1 hundred, 10 hundreds as 1 thousand, 10 thousands as
1 ten thousand
• Recognise number notation and the respective place value of each digit
• Read and write numbers up to 1,00,000 in numerals and in words
• Estimate numbers in 10 thousands
• Find the number that is 10, 100 or 1000 more than/less than a given number
• Compare and order numbers within 1,00,000
• Identify patterns in number sequences
• Round numbers to the nearest 10, 100 or 1000
• Estimate the sum of two numbers or the difference between two numbers
• Form the smallest and the greatest 5-digit numbers given 6 digits

Key Concepts
• Counting relates to finding how many
• Comparing numbers shows the relative values of numbers

Thinking Skills
• Sequencing
• Identifying patterns
• Comparing
• Estimating

Math Vocabulary
• Rename, place value
• Compare, increasing order, decreasing order
• Round, approximately equal to, estimate

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 Textbook page 1

Aim
• Discuss a familiar context

Instructional Guide
Get Ready Let’s Talk About…
• Ask pupils to study the picture.
Discuss an overview of it.

• Discuss where (the places) we can see large numbers of people gathering.

• Ask pupils if they have been to the National Stadium (as shown in the picture stimulus).

• Here are some guiding questions:

(a) Can you recall the recent matches that took place here?

(b) Which countries participated in the match?

(c) Which country won?

(d) What do you think is the seating capacity of the National Stadium?
How do you make your estimation?

4
 Textbook pages 2-3, Workbook 4 page 1

Key SIOs Materials

• Count in 1s, 10s, 100s and 1000s up to 10,000 • Number discs
• Rename 10 ones as 1 ten, 10 tens as 1 hundred, • Place value cards
10 hundreds as 1 thousand, 10 thousands as
1 ten thousand
• Read numbers in numerals up to 10,000
• Recognise number notation and the respective
place value of each digit

Instruct Let’s Recall

Numbers to 10,000
1 Prepare a set of 10 1 , 10 , 100 and 1000 each.

Select 4 pupils. Ask the first pupil to take 10 1 , the second pupil to take 10 10 , the third pupil to take
10 100 and the fourth pupil to take 10 1000 .

Invite the pupils to take turns to go to the whiteboard and stick the number discs in a row.
The pupil will have to count on aloud as he/she pastes the discs and says what the 10 numbers are
renamed as.
For example, 10 ones = 1 ten.

Ask the class to listen and check if a pupil has counted and renamed the numbers correctly.
Affirm each of the 4 pupils’ counting and the renamed figure.

2 Stick number discs representing 4312 on the whiteboard.

Count aloud and write the respective values represented by the different groups of number discs.
Write and explain the addition equation as the sum of these values.
Ask pupils to read the equation and the sum.

The teacher may instruct in a similar manner as in 2 using other numbers.

Refer pupils to page 2 and go through the content for reinforcement.

3 Draw a place value chart on the whiteboard and stick respective number discs in each column.
Write the number represented by the number discs.

Explain that ‘stands for’ also suggests the ‘value’ of the digit in the particular place value column.

Use place value cards to help pupils relate to the place of the digit.
Show another similar example.

Refer pupils to page 3 and go through the content for reinforcement.

Refer pupils to Workbook 4, page 1 and complete the exercises.

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 Textbook pages 4-11, Workbook 4 pages 2-5

Key SIOs Materials

• Count in 1000s or 10,000s • Number discs
• Recognise number notation and the respective • Place value cards
place value of each digit • Newspapers / magazines
• Read and write numbers up to 1,00,000 in
numerals and in words

Numbers to 1,00,000
Instruct See and Learn
Counting to 100 000
1 Stick 10,000 on the whiteboard. Say aloud the number.

Then stick 10 1000 after the 10,000 disc and count aloud in sequence.

Invite pupils to count aloud in sequence and emphasise that they have been counting in steps of 1000.

2 Stick 10 10,000 in a row on the whiteboard. Count aloud in sequence.

Invite pupils to count aloud in sequence and emphasise that they have been counting in steps of 10,000.
Write ‘10 ten thousands = 1 hundred thousand’ and have pupils read it aloud.

Ask: How many ten thousands equal one hundred thousand?

Emphasise that ‘10 ten thousands’ is renamed as ‘1 hundred thousand’ or ‘1 lakh’.

Draw a ring around the 10 10,000 with an arrow pointing to the right. Then stick 1 1,00,000 at the end of the 10th

disc (beside the arrow) to suggest the renaming.

10,000 10,000 10,000 10,000 10,000 10,000 10,000 10,000 10,000 10,000 1,00,000

Refer pupils to page 4 and go through the content for reinforcement.

3 Think of some numbers in ten thousands, thousands, hundreds, tens and ones.
Depict them using number discs.

Read and write the numerals represented by the number discs. Ask pupils to read after you.
Then write the numerals in words to reinforce how the numerals are read.

Refer pupils to page 5 and go through the content for reinforcement.

Master Do and Learn

Ask pupils to complete the exercises. Go through and check the answers with them.
Refer pupils to Workbook 4, pages 2-3 and complete the exercises.

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Place Value
1 (a) Draw a large place value chart on the whiteboard.
Stick number discs representing 30 546 (e.g. 3 × 10,000, 5 × 100, 4 × 10, 6 × 1) on the whiteboard.

Ask: What is the number represented by the number discs?

Count and write the total value for each set of number discs below the number discs.
Have pupils read together with you each total value.
Write the equation and the number obtained in words.
Have pupils read it aloud.

Use place value cards to make sense of the equation.

Elicit responses from pupils regarding the place and value of each digit in the number.

Refer pupils to page 7 and go through the content for reinforcement.

(b) Repeat the activity with another example to show 78,425.

Say: The numbers in the ‘ten thousands’ and ‘thousands’ columns represent the number of
thousands, so we read ‘78’ as ‘78 thousand’.
The number ‘78,425’ is read as ‘seventy-eight thousand, four hundred and twenty-five’.

Extension:
Help pupils to articulate the value of each digit based on groups of ten thousands, thousands, hundreds, tens
and ones.

78,425 can be seen as:

• 7 groups of 10,000 (write: 7 × 10,000)
• 8 groups of 1000 (write: 8 × 1000)
• 4 groups of 100 (write: 4 × 100)
• 2 groups of 10 (write: 2 × 10)
• 5 groups of 1 (write: 5 × 1)

78,425 can be expressed as:

78,425 = (7 × 10,000) + (8 × 1000) + (4 × 100) + (2 × 10) + (5 × 1)

Refer pupils to page 8 and go through the content for reinforcement.

7
 2 Write a 5-digit number on the whiteboard.
Point to any digit.

Ask: What does this digit stand for?/What is the value of this digit?
What is the place of this digit?

Use place value cards as an aid to show the values of the digits in a number (or what the digits stand for).

Refer pupils to page 9 and go through 2 for reinforcement.

Engage Hands-On Activity

Have pupils work in groups.
Provide each group with newspapers or magazines and have them look for examples of big numbers and
discuss under what circumstances big numbers are normally seen.

Invite some groups to share what they have found and have them use number discs to represent these big
numbers.

AfL Is it observed that

• pupils are able to identify the big numbers by circling them?
• pupils are able to suggest where big numbers might appear?
• pupils are able to represent the big numbers using number discs?

Master Do and Learn

Have pupils complete the exercises from 1 to 6 .
Refer pupils to Workbook 4, pages 4-5 and complete the exercises.

8
 Textbook page 12, Workbook 4 pages 6-7

Key SIOs Materials

• Find out the number that is 10, 100 or 1000 • Number discs
more than/less than a given number
• Compare and order numbers within 10,000

Instruct Let’s Recall

Comparing and ordering numbers within 10,000
1 Represent 2465 using number discs and stick them on the whiteboard.
Ask: What is 10 more than 2465?
Add a 10 to the tens column. Read the number as 2475.
Rearrange the number discs to form the original number.
Ask: What is 100 less than 2465?
Take away a 100 from the hundreds column.
Read the number as 2365.
Rearrange the number discs to form the original number.
Ask: 2465 is 1000 more than what number?
That is, what number is 1000 less than 2465?
Take away a 1000 from the thousands column.
Read the number as 1465.
2 Draw a place value chart on the whiteboard.
Write 2 numbers, 5946 and 5469, one number in each row in the place value chart.
Ask pupils to compare the numbers systematically.
Step 1:
Compare the digits in the greatest place value column first.
Compare the digits in the thousands place.
Cover the digits in the hundreds, tens and ones columns with a piece of paper so that the focus is on
comparing the thousands.
Ask: What do you notice about the values of these digits?
Say: Since each number has the same number of thousands as represented by the digit 5, compare
the digits in the next higher place.
Step 2:
Compare the hundreds. Slide the paper to cover the digits in the tens and ones columns.
Ask: What do you notice about the values of these digits?
Say: Since 9 hundreds is greater than 4 hundreds, 5946 is greater than 5469.
Refer pupils to page 12 and go through 1 and 2 for reinforcement.

9
 3 Refer pupils to the numbers and the number line in 3 .
Say: 2900 and 3300 are to the right of 2400, so these two numbers are greater than 2400.
So, 2400 is the smallest number.
3300 is to the right of 2900, so 3300 is greater than 2900.
So, 3300 is the greatest number.
The numbers arranged from the smallest to the greatest are: 2400, 2900 and 3300.

Refer pupils to Workbook 4, pages 6-7 and complete the exercises.

10
 Textbook pages 13-18, Workbook 4 pages 8-10

Key SIOs Materials

• Find the number that is 10, 100 or 1000 • Number discs
more than/less than a given number • Place vlaue cards
• Compare and order numbers within 1,00,000 • Number line template

Comparing and Ordering Numbers up to 1,00,000

Instruct See and Learn
10, 100 or 1000 more than or less than
1 (a) Represent 52,364 using number discs on the whiteboard.
Ask: What is 10 more than 52,364?

Add a 10 to the tens column.

Read the number as 52,374.
Rearrange the number discs to form the original number.

Invite pupils to stick number discs on the whiteboard to find

(i) what number is 100 more than 52,364?
(ii) what number is 1000 more than 52,364?
Rearrange the number discs to form the original number.
(b) Ask: What is 10 less than 52,364?

Take away a 10 from the tens column.

Read the number as 52,354.
Rearrange the number discs to form the original number.

Invite pupils to stick number discs to find

(i) what number is 100 less than 52,364?
(ii) what number is 1000 less than 52,364?

Refer pupils to page 13 and go through 1 for reinforcement.

2 Draw a number line starting from 40,000 up to 45,000, in intervals of 1000 on the whiteboard.

Ask: (a) What number is 1000 more than 42,000?

Count from 42,000 to 43,000 in steps of 1000 and draw an arrow to indicate counting on.
Lead pupils to see that 43,000 is 1000 more than 42,000.

Ask: (b) What number is 1000 less than 42,000?

Count back from 42,000 to 41,000 in steps of 1000 and draw an arrow to indicate counting back.
Lead pupils to see that 41,000 is 1000 less than 42,000.
Refer pupils to page 14 and go through 2 for reinforcement.
Highlight to pupils how the digits in bold have changed with regards to its value in that place.

11
 Engage Hands-On Activity
Give each group some number discs.
Have them take turns to choose a number from (a) to (f) and represent the number using number discs.

Invite members of the group to ask a question related to 10/100/1000 more than or less than the number
shown.
Have pupils take turns to add or take away the correct number discs and say the answer.

AfL Is it observed that

• pupils are able to make use of number discs to represent the given number?
• pupils are able to add or take away the correct number disc to show the number that is
10/100/1000 more than or less than the original number?

Engage IT Activity
(a) Pupils can use a suitable computer programme to show what number is 10, 100 or 1000 more than or less
than a given number.
(b) Pupils can use a suitable computer programme to play a game on comparing numbers.

Master Do and Learn

Have pupils complete the exercises (a) to (c).
Refer pupils to Workbook 4, pages 8-9 and complete the exercises.

Instruct See and Learn

Comparing and ordering numbers
1
(a) Refer pupils to 1 (a).
Given the two numbers, explain that they have to compare the digits in the greatest place value
column first.
From the number discs shown, it can be clearly seen that 50,000 is greater than 40,000 in the ten
thousands column.
There is no need to compare the remaining values of the digits.
So, 54,315 is greater than 45,253.

(b) Use place value cards to show two sets of 62,000.

Both numbers, 62,000, are the same.
Now add the place value cards 900, 70 and 8 to one set of the 62,000.

12
 Ask: Which number is smaller?
How do you know?

62,000 is 978 less than 62,978.

So, 62,000 is smaller than 62,978.

We can also say 62,978 is 978 more than 62,000.

So, 62,978 is greater than 62,000.

Refer pupils to page 15 and go through 1 for reinforcement.

2 (a) Draw a place value chart on the board.

Write 3 numbers in the place value chart, namely,
23,641, 22,983 and 25,146; one number in each row.
Ask pupils to compare the numbers systematically.
Step 1:
Compare the digits in the greatest place value column first.
In this case, compare the digits in the ten thousands place.
Cover the digits in the rest of the place value columns with a piece of paper so that the focus is on
comparing the ten thousands.
Ask: What do you notice about the values of these digits?
Say: Since the numbers have the same value for ten thousands, compare the digits in the next higher
place.
Step 2:
Compare the thousands. Slide the paper to cover the digits in the other place value columns on the
right.

Ask: What do you notice about the values of these digits?

Explain: Since 2 thousands is the smallest, we know that 22,983 is the smallest number.
Since 5 thousands is the greatest, we know that 25,146 is the greatest number.
Refer pupils to page 16 and go through 2 (a) for reinforcement.

(b) Refer pupils to 2 (b).

Read the instruction and explain that to arrange numbers in ‘ascending order’ means to order the
numbers from the smallest to the greatest.

13
 Ask pupils to compare the 3 given numbers in the same way as in 2 (a).

Ask: Which is the smallest number? How do you know?

Which is the greatest number? How do you know?
Finally, focus their attention on ordering the numbers from the smallest to the greatest.

3 Refer pupils to 3 .
Read the instruction and explain that to arrange numbers in ‘descending order’ means to order the
numbers from the greatest to the smallest.

Explain that numbers get bigger in value to the right of the number line.

Ask: Which number is the greatest? How do you know?

Which number is the smallest? How do you know?

Explain that to arrange the given numbers in descending order, we start with the rightmost number,
followed by the next number to its left and so on.

Engage Hands-On Activity

In groups, ask each pupil to think of a 4-digit number and a 5-digit number.
Ask each member to use number discs to represent the number they have thought of.
Then compare the numbers.

Alternatively, they may mark the numbers on the number line to do the comparison.
Encourage them to make use of the helping words given on page 17 to verbalise the comparison.

Encourage pupils to align the numbers in rows based on place values.

They may also use a piece of paper to slide column by column to the right when comparing the digits in the
respective place value columns.

AfL Is it observed that

• pupils are able to make use of number discs to represent the numbers?
• pupils are able to make use of different approaches to compare the numbers?
• pupils are able to verbalise appropriately the comparisons using the helping words?

Master Do and Learn

Have pupils complete the exercises from 1 to 4 . Go through the answers with them.
Refer pupils to Workbook 4, page 10 and complete the exercises.

14
 Textbook page 19, Workbook 4 page 11

Key SIO
• Identify patterns in number sequences

Instruct Let’s Recall

Number patterns within 10,000
In each of the examples from (a) to (d), write the numbers on the whiteboard.

E.g. (a) 6125, 6225, 6325, 6425, 6525, _____

Ask: Can you identify the pattern in the sequence?

Affirm their responses by drawing arrows and writing the addition of 100 below each arrow to show how the
next number is obtained.

Highlight to pupils the digits that are in bold to suggest the digit in the hundreds place changes in the number
pattern.

Ask: What is the rule?

Affirm and write the rule to make it explicit.

Go through (b) to (d) in a similar manner.

Refer pupils to page 19 and go through the content for reinforcement.

15
 Textbook pages 20-21, Workbook 4 page 12

Key SIO
• Identify patterns in number sequences

Number Patterns within 1,00,000

Instruct See and Learn
Refer pupils to page 20.
In each of the examples from (a) to (c), go through the rule and explain what it means.
Draw pupils’ attention to the digits that are in bold.

Ask: What do you notice about these digits?

Some questions to elicit response based on the rule for (a) are:
• What is 1000 more than 33,500?
• What is 1000 less than 36,500?
(reverse sequence as a way of checking)

Go through (b) and (c) in a similar manner.

Master Do and Learn

Ask pupils to complete the exercises.
Refer pupils to Workbook 4, page 12 and complete the exercises.

16
 Textbook pages 22-33, Workbook 4 pages 13-22

Key SIO Materials

• Round off numbers to the nearest 10, 100 and • Number line template
1000

Rounding off Numbers

Instruct See and Learn
Rounding off numbers to the nearest ten
Write: Rounding off numbers to the nearest ten as the heading on the board.

Explain to pupils what it means to round off a number.

Provide examples where rounding off is used as in the case of estimating the total cost of items to check if
there is enough money to buy the items.

Refer pupils to page 22.

1 (a) Below the heading,
write: Round off 26 to the nearest ten.
Place the number line below the instruction.

Write 20 and 30 under the correct marking to show that these are the lower ten and upper ten
respectively.
Mark 25 (at the midpoint of 20 and 30) and 26 on the number line.

Say: 26 is greater than 25 and 26 is nearer to the upper ten, 30.

So, we round it up to 30.
Write: 26 ≈ 30
Explain that ‘≈’ means ‘is approximately equal to’.
So, 26 is approximately equal to 30.

(b) Go through (b) in a similar manner as in (a).

Have pupils note that 44 is smaller than 45 and is nearer to the lower ten, 40.

(c) Lead pupils to see that for a number that is at the midpoint between the lower and upper tens, we
round the number to the upper ten.

Refer pupils to page 23 and go through (c) for reinforcement.

Use the story (page 23) to help pupils grasp the idea of rounding off numbers better.

17
 2 (a) to (c):
Carry out the instruction to round off bigger numbers to the nearest ten in a similar manner as in 1 .

Example 2 (a):

Ask: What are the lower and upper tens of 228?

What number is at the midpoint?
Is 228 greater or smaller than the number at the midpoint?
Should 228 be rounded off to the lower ten or upper ten?

Let pupils see where the number to be rounded lies on the number line.
Write the expression for the number that is rounded off.

Refer pupils to page 24 and go through the content for reinforcement.

(d) Refer pupils to page 25. Go through 2 (d) in a similar manner as in 2 (a) to (c).

Master Do and Learn

Ask pupils to complete exercises from 1 to 7 .
Refer pupils to Workbook 4, pages 13-15 and complete the exercises.

Instruct See and Learn

Rounding off numbers to the nearest hundred
1 (a) to (c):
Refer pupils to page 27.
Carry out the instruction in a similar manner as rounding off numbers to the nearest ten (see earlier
section).

Ask: What are the lower and upper hundreds?

What number is at the midpoint?
Is the number greater or smaller than the number at the midpoint?
Is the number nearer to the lower hundred or upper hundred?
Should the number be rounded off to the lower hundred or upper hundred?

Write the expression for the number that is rounded off.

18
 2 (a) and (b):
Refer pupils to page 28. Go through 2 (a) and (b) in a similar manner as in 1 (a) to (c).

Example 2 (a):

Ask: What are the lower and upper hundreds of 3270?

What number is at the midpoint?
Is 3270 greater or smaller than the number at the midpoint?
Should 3270 be rounded off to the lower hundred or upper hundred?

Master Do and Learn

Have pupils complete the exercises from 1 to 5 .
Refer pupils to Workbook 4, pages 16-19 and complete the exercises.

Instruct See and Learn

Rounding off numbers to the nearest thousand
1 (a) to (c):
Refer pupils to page 31. Go through 1 (a) to (c) in a similar manner as rounding off numbers to the
nearest hundred (see earlier section).

Ask: What are the lower and upper thousands?

What number is at the midpoint?
Is the number greater or smaller than the number at the midpoint?
Is the number nearer to the lower thousand or upper thousand?
Should the number be rounded off to the lower thousand or upper thousand?

Write the expression for the number that is rounded off.

2 Refer pupils to page 32. Go through 2 in a similar manner as in 1 (a) to (c).

Example:
Ask: What are the lower and upper thousands of 12,700?
What number is at the midpoint?
Is 12,700 greater or smaller than the number at the midpoint?
Should 12,700 be rounded off to the lower thousand or upper thousand?

Master Do and Learn

Have pupils complete the exercises from 1 to 5 .
Refer pupils to Workbook 4, pages 20-22 and complete the exercises.

19
 Textbook pages 34-36

Key SIO
• Estimate the sum of two numbers or the difference
between two numbers

Estimation
Instruct See and Learn
1 (a) On the whiteboard,
Write: 27 + 11 =
Draw arrows pointing downwards from the two numbers, round off these numbers and write them
below the respective arrows.

Write: 30 + 10 = 40
Say: 27 + 11 is approximately 40.
Write: 27 + 11 ≈ 40

Next, write: 27 + 11 = 38
Teach pupils to check for reasonableness of answer.
Say: The answer is reasonable as 38 is close to 40.

Note: Refer pupils to page 34.

Draw pupils’ attention to the thought bubbles to learn how the estimation is done.
There may be more than one way to estimate the answer.
Encourage pupils to think of another way to estimate.
For example, 27 + 11 ≈ 30 + 11 and 30 + 11 = 41.
So, 27 + 11 ≈ 41.

(b) Go through 1 (b) in a similar manner as in 1 (a).

2 (a) and (b):

Refer pupils to page 35. Go through the content in a similar way as in 1 (a) and (b).

3 (a) and (b):

Refer pupils to page 36. Go through the content in a similar manner as in 1 (a) and (b).

20
 Textbook page 37

Key SIO Materials

• Form the smallest and greatest 5-digit numbers • Numeral cards
given 6 digits

Instruct Let’s Think Along

Refer pupils to page 37.
Go through the context with them.

Provide pupils with numeral cards so that they can Act It Out and form the 5-digit numbers easily.
Scaffold by encouraging pupils to draw 5 boxes so that they can place the digits.

Ask: To make the greatest 5-digit number, which digit should be in the ten thousands place?

To make the smallest 5-digit number, which digit should be in the ten thousands place?

Answers:
(a) 77,889
(b) 99,887

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Answers
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 Scheme of Work Chapter 2 Factors And Multiples

40
Sub Topic /
(Suggested Key SIOs TB WB
Learning Experience (LE) Additional Resources
Number of (Pupils should be able to…) pages pages
Periods)
Factors and 38 Get Ready:
Multiples Let’s Talk About

Factors • List the factors of a whole number 39-45 23-25 Engage: Worksheets;
(6 periods) within 100 Hands-On Activity
• Determine if a number is a factor of 10-sided dice
another whole number
• Find the common factors and
highest common factor of two given
whole numbers

Multiples • List up to the first 12 multiples of a 46-52 26-28 Engage: Worksheets

(6 periods) 1-digit whole number IT Activity
• Find the nth multiple of a whole Engage:
number Play and Learn
• Find the common multiples and the
least common multiple of two given
whole numbers

Prime and • Identify prime and composite 53-54 29 Worksheet

Composite numbers within 100
Numbers
(2 periods)

Prime • Find prime factors of numbers 55-57 30 Worksheet

Factorisation within 100
(6 periods)

Let’s Think • Solve a non-routine problem 58

Along involving common multiples
(1 period)
2 Factors And Multiples

Overview
• Pupils will learn about factors and multiples and and how they are related.
If x is a factor of y, then y is a multiple of x.

Key SIOs
• List the factors of a given whole number up to 100
• Determine if a 1-digit number is a factor of a given whole number
• Find the common factors and the highest common factor of two given whole numbers
• List up to the first 12 multiples of a given whole number
• Find the nth multiple of a whole number
• Find the common multiples and the least common multiple of two given whole numbers
• Identify prime and composite numbers up to 100
• Find prime factors of numbers within 100
• Solve a non-routine problem involving common multiples

Key Concepts
• Factors are the numbers that are multiplied to get a product
• Dividing the product by a factor leaves no remainder
• Multiples are the numbers obtained by multiplying the factors

Thinking Skill
• Identifying relationships

Math Vocabulary
• Factors, multiples, product
• Common factors, common multiples
• Prime numbers, composite numbers
• Prime factors

41
 Textbook page 38

Aim
• Discuss a familiar context

Instructional Guide
Get Ready Let’s Talk About…
Ask pupils to study the picture.
Discuss an overview of it.

• Draw on pupils’ experiences with arranging objects in arrays (rows and columns). Ask them about the
benefit of arranging items in rows and columns.

• You may demonstrate arranging some counters on the display in the way Saira and Peter have arranged
their pens.
Ask pupils if it is possible to group the pens in 2 groups (Saira’s case) and in 3 groups (Peter’s case).
Show how that can be done.

• Here are some guiding questions:

(a) How many pens does Saira have?

(b) How many ways can she group the pens in rows and columns?

(c) What are the number of rows and columns of the different arrangements that Saira is able to come up
with?

(d) How many pens does Peter have?

(e) How many ways can he group the pens in rows and columns?

(f) What are the number of rows and columns of the different arrangements that Peter is able to come up
with?

42
 Textbook pages 39-45, Workbook 4 pages 23-25

Key SIO Materials

• List the factors of a given whole number up to 100 • Counters, buttons or paper clips
• Determine if a 1-digit number is a factor of a given whole • 10-sided dice
number
• Find the common factors of two given whole numbers
• Identify the highest common factor of two whole numbers

Factors
Instruct See and Learn
Understanding factors
1 Put 8 counters randomly on the display table.

Ask: In how many ways can the counters be arranged in rows and columns?
Affirm their responses by arranging the counters accordingly.

Write multiplication equations below the arrangements.

Relate the multiplication equations based on the rectangular arrays arrangement.
For example,
2 × 4 = 8 suggests 2 rows of 4 counters each,
4 × 2 = 8 suggests 4 columns of 2 counters each.

Write the multiplication equations to highlight the concept of factors.

Introduce the words ‘product’ and ‘factor’.
Emphasise that 8 is the product of 2 and 4 (since it can be 2 × 4 or 4 × 2).
So, 2 and 4 are factors of 8.

Similarly, show 1 and 8 are factors of 8 by arranging the counters in different ways and writing the
multiplication equations. Finally, list all the factors of 8.

Highlight: (a) A whole number greater than 1 will have at least 2 factors, 1 and the number itself.

(b) A whole number can be divided by any of its factors without leaving a remainder.

Refer pupils to page 39 and go through the content for reinforcement.

2 Put 12 counters randomly first.

Ask: What are the different ways that we can arrange these 12 counters into rows and columns?
What is the multiplication equation for each of the arrangements?
Which number is the product?
Can you list the factors of 12?

Refer pupils to page 40 and go through the content for reinforcement.

43
 3 Go through the examples in 3 (a) and (b).
Highlight Robi’s thought bubble to help pupils see more clearly the relation between factors and products.

4 and 5 :
Go through these examples with the pupils.

Explain: By multiplying 2 whole numbers or factors, we get a product.

So, when the product is divided by any of the factors, we get the other factor and there is no remainder.

Say: We can use division to test if a number is a factor of another number.

Engage Hands-On Activity

Have pupils work in groups.
Provide each group with two 10-sided dice to form 2-digit numbers.
Have pupils find and list the factors of the 2-digit numbers.

AfL Is it observed that

• pupils are able to form 2-digit numbers?
• pupils are able to list all the factors of their 2-digit numbers?

Master Do and Learn

Ask pupils to complete the exercises in 1 and 2 .
Refer pupils to Workbook 4, pages 23-24 and complete the exercises.

Instruct See and Learn

Common factors and Highest Common Factor
1 Refer pupils to 1 .
Revise with pupils what the factors of 6 and 9 are based on the two sets of diagrams.
Compare the factors.

Ask: Which of these factors are the same?

Draw pupils’ attention to the factors 1 and 3 that are circled to suggest that the factors are the same.
Say: 1 and 3 are factors of both 6 and 9.
So, 1 and 3 are the common factors of 6 and 9.
Also the highest common factor is 3.

44
 2 Divide the whiteboard into 2 columns.
Write the headings Factors of 15 in the first column and Factors of 45 in the other column.

Elicit responses from pupils by asking them to say the factors of 15 and 45.
List the factors in the respective columns.
Then ask pupils to compare the factors.

Ask: What are the common factors of 15 and 45?

Then affirm their answer and circle the factors that are the same.
Write: The common factors of 15 and 45 are 1, 3, 5 and 15.
Ask them to Identify the highest common factor.

Refer pupils to page 43 and go through 2 for reinforcement.

3 Ask pupils to list out the factors of 18 and 36 separately.

Ask them to circle the factors that are common and then list them. Now ask them to identify the highest
common factor.
Refer pupils to page 44 and go though the content for reinforcement.

Master Do and Learn

Ask pupils to complete the exercises in 1 to 4 .

Extension Activity
Note: Pupils tend to be confused by the concepts of factors and multiples.
You may wish to ask them to write a Math Journal to reflect their understanding on these two concepts.

Refer pupils to Workbook 4, page 25 and complete the exercises.

45
 Textbook pages 46-52, Workbook 4 pages 26-28

Key SIO Materials

• List up to the first 12 multiples of a given whole number • 10-sided die
• Find the common multiples of given whole numbers
• Identify the least common multiple of two given whole
numbers

Multiples
Instruct See and Learn
Understanding multiples
1 Refer pupils to 1 .
Revise with pupils the concept of factors based on the diagrams and the multiplication equations.

Next, lead pupils to see that there is an increase of 4 dots from one diagram to the next as reflected in
each multiplication equation.

Lead pupils to see that the product of each equation is a multiple of 4.

Explain that when one multiplies a number by 4, the product is a multiple of 4.

2 Refer pupils to 2 .
Use the multiplication table of 4 to reinforce the understanding of the concept of multiples.
Highlight to pupils that the products 4, 8, 12, …, 40 show the first ten multiples of 4.

Ask: What is the first multiple of 4?

What is the second multiple of 4?
What is the fifth multiple of 4?
What is the eighth multiple of 4?

3 Refer pupils to 3 .
Encourage pupils to recite the multiplication tables of 5 and 9.
Have them list the first ten multiples of 5 and 9.
Assess their understanding by asking them to find the nth multiple of the given numbers.

Ask: What is the sixth multiple of 5?

What is the fourth multiple of 9?

4 Explain to pupils that since a multiple of a number is also the product, we can divide the product by the
number to check if there is a remainder.
If there is no remainder, then the product is a multiple of the number.

Refer pupils to the examples in (a) and (b) and go through the content with them.
For (b), show the division working to help pupils see the remainder obtained.

5 To find the 5th multiple of 6, lead pupils to think of the correct number to be multiplied by 6.
Since 5 × 6 = 30, the 5th multiple of 6 is 30.

46
Engage IT Activity
Pupils can use a suitable computer programme to play a game on matching multiples.

Engage Play and Learn

Have pupils play in groups.
Provide each group with a 10-sided die.
Have pupils find and list the first ten multiples of the number that appears each time the die is rolled.

AfL Is it observed that

• pupils are able to list the first ten multiples of a number correctly?

Master Do and Learn

Ask pupils to do 1 and 2 .
Refer pupils to Workbook 4, page 26 and complete the exercises.

Instruct See and Learn

Common multiples and least Common Multiple
1 Divide the whiteboard into 2 columns.
Write the headings Multiples of 7 in the first column and Multiples of 9 in the other column.

Elicit responses from pupils by asking them to say the first ten multiples of 7 and 9.
List the multiples in the respective columns.
Then ask pupils to compare the multiples.

Ask: What are the common multiples of 7 and 9?

Then affirm their answer and circle the multiples that are the same.
Write: The common multiple of 7 and 9 is 63.

2 Divide the whiteboard into 2 columns.

Invite two pupils to list the multiples of 3 and 6.
Have them discuss and circle the common multiples and list them.
Have the class check and affirm the answer.
Ask the pupils to identify the least common multiple of 3 and 6.

Refer pupils to page 49 and go through 1 and 2 for reinforcement.

47
 3 Encourage pupils to recite the multiplication tables of 6 and 8.
Have them list the first ten multiples of 6 and 8.
Assess their understanding by asking them to find the common multiples of the given numbers. Then ask
them to identify the LCM.

Refer pupils to page 50 and go through 3 for reinforcement.

4 Ask the pupils to list out the first nine multiples of 8 and 12. Then ask them to identify the first three
common multiples.
Ask pupils to highlight the LCM.

Refer pupils to page 50 and go through 4 for reinforcement.

Engage Maths in Real Life

Refer to the calendar on page 51.
Go through the context with the pupils.

Ask: Which are the days Atif goes swimming in February?

Circle the dates as a means of affirming pupils’ responses.

Ask: Which are the days Peter goes swimming in February?

Draw a square around the dates as a means of affirming pupils’ responses.

Ask: Which are the common dates Atif and Peter go swimming in February?

Explain to pupils that this is an example of how the concept of common multiples is used in real-life situations.

Master Do and Learn

Ask pupils to complete the exercises in 1 to 6 .
Refer pupils to Workbook 4, pages 27-28 and complete the exercises.

48
 Textbook pages 53-54, Workbook 4 page 29

Key SIO
• Identify prime and composite numbers within 100

Prime and Composite Numbers

Instruct See and Learn
1 Write the numbers 5 and 7 on the whiteboard.
Ask the pupils to list out the factors of each number.

Write: 5 = 1 , 5
7=1,7
Say: What do you notice about the factors of each number?

Elicit from the pupils that each number has only two factors — 1 and the number itself.
Explain to the pupils that such numbers are called prime numbers.

Refer pupils to Saira’s speech bubble. Ask the pupils if all odd numbers are prime numbers.

2 Write 51 on the whiteboard and list out its factors.

Ask the pupils to note that the number has more than two factors. So, it is not a prime number.

Refer pupils to page 53 and go through 1 and 2 for reinforcement.

3 List out the factors of 28, 45 and 57 on the whiteboard, as shown on page 54.

Instruct in a similar manner as in 2 .

Emphasize that numbers that have more than two factors are called composite numbers.

Master Do and Learn

Ask pupils to complete exercises 1 to 5 .
Refer pupils to Workbook 4, page 29 and complete the exercises.

49
 Textbook pages 55-57, Workbook 4 page 30

Key SIO
• Finding prime factors of whole numbers within 100
using the factor tree method
• Finding prime factors of whole numbers within 100
using the division method

Prime Factorisation
Instruct See and Learn
1 List out the factors of 36 as shown on page 55.

Teach pupils to find the prime factors of 36 using the factor tree and later the division method, as
discussed on pages 55-56.

Factor Tree method Division method

36 2 36

2 18
2 × 18
3 9
2 × 9 3 3

1
3 × 3

The prime factors of 36 are 2 x 2 x 3 x 3.

Go through 1 on pages 55-56 for reinforcement.

2 Use both methods to help pupils find the LCM and HCF of numbers.

Refer to pages 56-57 for reinforcement.

Master Do and Learn

Ask pupils to complete exercises 1 and 2 .
Refer pupils to Workbook 4, page 30 and complete the exercises.

50
 Textbook page 58

Key SIO
• Solve a non-routine problem involving common
multiples

Instructional Guide
Instruct Let’s Think Along
Refer pupils to page 58.
Go through the context with them.
Have pupils work in pairs to find out the months that Dr Tahir visits hospitals A and B.
Invite pupils to share with the class how they solve this problem.

Answer:

Month Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec

Hospital A      
Hospital B    

Dr Tahir will visit both hospitals in the same month for 2 times in a year.

51
52
Answers
53
54
55
56
57
58
59
 Scheme of Work Chapter 3 Four Operations Of Whole Numbers

60
Sub Topic /
(Suggested Key SIOs TB WB
Learning Experience (LE) Additional Resources
Number of (Pupils should be able to…) pages pages
Periods)
Four Get Ready:
Operations 59 Let’s Talk About
of Whole
Numbers
Let’s Recall • Multiply a 3-digit number by a 60 31
Multiplying 1-digit number with renaming using
up to a the standard algorithm
3-Digit
Number
by a 1-Digit
Number
(1 period)
Multiplication • Multiply a number 61-62 32 Engage: Worksheets
by a 1-Digit (up to 4 digits) by a 1-digit number Let’s Have Fun!
Number using the Show and Say
(4 periods) standard algorithm

Multiplication • Multiply a number 63-64 33-34 Worksheets;

by a 2-Digit (up to 3 digits) by tens
Number • Multiply a number
(6 periods) (up to 3 digits) by a
2-digit number using the
standard algorithm

Let’s Recall • Divide a 3-digit number by a 1-digit 65 35-36

Dividing up number
to a 3-Digit
Number
by a 1-Digit
Number
(1 period)
Division by a • Divide a number (up to 66-69
1-Digit 4 digits) by a 1-digit number using
Number the
(5 periods) standard algorithm
 Sub Topic /
(Suggested Key SIOs TB
WB pages Learning Experience (LE) Additional Resources
Number of (Pupils should be able to…) pages
Periods)
Division by • Divide a number (up to 4 digit) by a 70-72 37-39 Engage: Worksheets;
a 2-Digit 2-digit number using the standard Hands on Activity play money
Number algorithm
(4 periods)

Word • Solve up to 3-step word problems 73-77 40-45 Worksheets

Problems involving the
(8 periods) four operations

Let’s Think • Solve a non-routine problem 78

Along
(1 period)

Review, 46-52 Worksheets

Enrichment
Activities
or Formal
Assessment

61
 Four Operations Of
3 Whole Numbers

Overview
• Pupils will learn how to multiply and divide up to 4-digit numbers as well as solve up to
3-step word problems involving the 4 operations.

Key SIOs
• Multiply a number (up to 4 digits) by a 1-digit number using the standard algorithm
• Multiply a number (up to 3 digits) by tens
• Multiply a number (up to 3 digits) by a 2-digit number using the standard algorithm
• Divide a number (up to 4 digits) by a 1-digit number using the standard algorithm
• Divide a number (up to 4 digits) by a 2-digit number using standard algorithm
• Solve up to 3-step word problems involving the four operations
• Solve a non-routine problem

Key Concepts
• Multiplication is conceptualised as an equal-sized grouping of objects multiplied a number
of times
• Division is conceptualised as equal sharing or equal-sized grouping of objects

Thinking Skill
• Analysing parts and whole

Math Vocabulary
• Add, Subtract, Multiply, Divide
• Product, Quotient, Remainder
• Rename
• Estimate

62
 Textbook page 59

Aim
• Discuss a familiar context

Instructional Guide
Get Ready Let’s Talk About…
Ask pupils to study the picture.
Discuss an overview of it.

• Draw on pupils’ experiences with respect to visiting tour agencies. Ask pupils to share some of the factors
their parents consider when they plan for a vacation overseas.

• Draw pupils’ attention to the picture stimulus and discuss the information shown on the posters such as
the destination, the number of days and the price of the tour packages.

• Here are some guiding questions:

(a) How much is the tour package to Hong Kong? How many days does it last?
How do you work out the cost per day?
(b) How would you work out the cost for two people to go to Hong Kong based on the price of the tour
package?
(c) How would you work out the total cost for a family of three to go to Hokkaido based on the price of the
tour package?
(d) How would you work out the cost for two people to go on a trip to Europe based on the price of the
tour package?

Note:
You may cut out travel advertisements from newspapers to let pupils see first-hand what they are.

63
 Textbook page 60, Workbook 4 page 31

Key SIO
• Multiply a 3-digit number by a 1-digit number
with renaming using the standard algorithm

Instruct Let’s Recall

Multiplying up to a 3-digit number by a 1-digit number
Divide the whiteboard into 2 columns.
In the left column, write: 526 × 7 in the standard algorithm format.
Write the place value headings above 526.

Ask: What is the first step in multiplying 526 by 7?

What do you do with 42 ones?

What is the second step?

What do you do with 14 tens?

What is the third step?

What do you do with 35 hundreds?

Note:
Work out the multiplication in steps as pupils supply the answers to the questions above.

Write the equation 526 × 7 = 3682 and have pupils read it.

In the right column, write: 526 × 7 in the standard algorithm format and the place value headings above
526. Explain to pupils the alternative method of multiplying the ones, tens and hundreds by 7 by writing the
intermediate products in three rows before adding them (instead of ‘renaming’ as shown in the first method).

Say aloud during the process of multiplying using place value language.

Refer pupils to page 60 and go through the content for reinforcement.

Refer pupils to Workbook 4, page 31 and complete the exercises.

64
 Textbook pages 61-62, Workbook 4 page 32

Key SIO
• Multiply a 4-digit number by a 1-digit number with
renaming using the standard algorithm

Multiplication by a 1-Digit Number

Instruct See and Learn
1 The process of multiplying a 4-digit number by a 1-digit number with renaming using the standard
algorithm is similar to what pupils have learnt in multiplication of 3-digit by 1 digit numbers previously.

Divide the whiteboard into 2 columns. In the left column, write 4326 × 4 in the standard algorithm
format. Write the place value headings above 4326.

Ask: What is the first step in multiplying 4326 by 4?

What do you do with 24 ones?

What is the second step?

What do you do with 10 tens?

What is the third step?

What do you do with 13 hundreds?

Introduce Step 4, multiply the thousands by 4.

Explain that 17 thousands is renamed as 1 ten thousand and 7 thousands.

Note:
Work out the multiplication in steps as pupils supply the answers to the questions above. Have pupils read the
product and answer the question.

In the right column, write 4326 × 4 in the standard algorithm format, including the place value headings
above 4326. Show pupils the alternative method of multiplying the ones, tens, hundreds and thousands by 4
without doing the ‘renaming’ and by writing the intermediate products in four rows before adding them.

Say aloud using place value language as you show the process of multiplying the numbers.

Refer pupils to page 61 and go through the content for reinforcement. Ask pupils if they are able to make
sense of the following equation:
4326 x 4 = (4000 x 4) + (300 x 4) + (20 x 4) + (6 x 4)

Explain to pupils that the equation is the same as writing out the alternative solution in one line. Another way
is to help pupils see that 4326 = 4000 + 300 + 20 + 6.
Each of these numbers on the right of the equal sign is multiplied by 4.

65
 2 Write 2159 × 3 in the standard algorithm format on the whiteboard. Write the place value headings
above 2159.

Ask pupils to make an estimate of the product first.

Say: 2159 is approximately 2000, so 2000 x 3 is 6000.

The actual product should be close to 6000.

Elicit responses from pupils as you go through the process of multiplying 2159 by 3 using standard
algorithm format.

Say: Compare the estimated value and the calculated answer.

Is the answer reasonable?

Refer pupils to page 62 and go through 2 for reinforcement.

Engage Show and Say

Have pupils work in groups.
Refer them to the questions in (a) and (b). Ask pupils to estimate the product first before finding the actual
answer. Invite some pupils to share their method of estimation and ask them if their answer is reasonable.

AfL Is it observed that

• pupils are able to round the given numbers first?
• pupils are able to estimate by multiplying the rounded numbers with the other number?
• pupils are able to multiply using the standard algorithm format?
• pupils are able to check the reasonableness of their answers?

Master Do and Learn

Ask pupils to complete the exercises in 1 and 2 .
Refer pupils to Workbook 4, page 32 and complete the exercises.

66
 Textbook pages 63-64, Workbook 4 pages 33-34

Key SIO
• Multiply a 4-digit number by a 2-digit number with
renaming using the standard algorithm

Multiplication by a 2-Digit Number

Instruct See and Learn
1 Write 3430 x 22 in standard algorithm format on the whiteboard. Write the place value heading above
3430.

Step 1 : Multiply the ones.

Explain that 3430 is multiplied by 2 (the digit 2 in the ones column represents 2 ones).
So, 3430 x 2 = 6860

Step 2 : Multiply the tens.

Explain that 3430 is multiplied by 20 (the digit 2 in the tens column represents 2 tens).
So, 3430 x 20 = 68,600
Write 68,600 below 6860

Step 3 : Add
Add 6860 and 68,600 to get the answer.
Write 3430 x 22 = 75,460
Ask pupils for reasonableness of answer.

Refer pupils to page 63 and go through 1 for reinforcement.

2 Write 5923 x 15 in the standard algorithm format on the whiteboard. Write the place value headings
above 5923.

Carry out all the three steps as discussed in the earlier example.
Elicit responses from pupils as you go through the process of multiplying 5923 by 15 using standard
algorithm format.

Refer pupils to page 64 and go through 2 for reinforcement.

Master Do and Learn

Ask pupils to complete the exercises on page 64.
Refer pupils to Workbook 4, pages 33-34 and complete the exercises.

67
 Textbook page 65, Workbook 4 pages 35-36

Key SIO
• Divide a number up to 3 digits by a 1-digit number
using the standard algorithm

Instruct Let’s Recall

Dividing up to a 3-digit number by a 1-digit number
Write 826 ÷ 7 on the whiteboard.

Show pupils how to divide a 3-digit number by a 1-digit number using the standard algorithm.

Show the working in 3 steps beginning with dividing the hundreds first, followed by dividing the tens and
finally dividing the ones.

Say aloud during the process of dividing using place value language.

Write the equation and say that the quotient is 118.

Remind pupils that the quotient is the result obtained after the division.

As division is the opposite processs of multiplication, encourage pupils to check their answer by multiplying
the quotient by 7 and see if they get the original number (dividend).

Refer pupils to page 65 and go through the content for reinforcement.

68
 Textbook pages 66-69

Key SIO
• Divide a number up to 4 digits by a 1-digit
number using the standard algorithm

Division by a 1-Digit Number

Instruct See and Learn
1 Write 4362 ÷ 2 on the whiteboard.

Show pupils how to divide a 4-digit number by a 1-digit number using the standard algorithm.
Show the working in 4 steps beginning with dividing the thousands first, followed by dividing the
hundreds, then dividing the tens and finally dividing the ones.
Say aloud during the process of dividing using place value language.
Write: 4362 ÷ 2 = 2181
Say: When 4362 is divided by 2, the quotient is 2181.
Ask pupils to check their answer using multiplication.
Refer pupils to pages 66 and 67 and go through the content for reinforcement.
2 Write 2892 ÷ 3 on the whiteboard.
Encourage pupils to estimate the quotient first before doing the division using the standard algorithm.
Ask pupils how they should do the estimation. Affirm their responses.
Say: 2892 is approximately 3000.
So, 3000 divided by 3 equals 1000.
In Step 1, teach pupils to see that since 2 thousands cannot be grouped into 3 equal groups (think of 2
thousands as 2 blocks of 1000 units), it is renamed as 20 hundreds.
20 hundreds plus 8 hundreds gives 28 hundreds.
For 28 hundreds, there are enough hundreds to be grouped into 3 groups (divide by 3).
Carry out steps 2 and 3 as shown on page 68.
Say aloud during the process of dividing using place value language.
Write: 2892 ÷ 3 = 964
Say: When 2892 is divided by 3, the quotient is 964.
Refer pupils to pages 67 and 68 and go through 2 for reinforcement.
Ask pupils how they would check if 2892 ÷ 3 = 964 is correct.
(a) By multiplying 964 by 3 to check if they get the original number (dividend).
(b) By considering if the estimated quotient is reasonably close to the calculated quotient.

69
 3 Write 5253 ÷ 7 on the whiteboard.

Carry out the instruction in a similar manner as in 2 .

Continue to ask questions to elicit responses from pupils as a feedback to check if they have understood
the process of division using the standard algorithm.

Write: 5253 ÷ 7 = 750 R 3

Say: When 5253 is divided by 7, the quotient is 750 and the remainder is 3.

Refer pupils to page 69 and go through 3 for reinforcement.

70
 Textbook pages 70-72, Workbook 4 pages 37-39

Key SIO Materials

• Divide a number up to 4 digits by a 2-digit • Play money
number using the standard algorithm

Division by a 2-Digit Number

Instruct See and Learn
1 Write 367 ÷ 14 on the whiteboard.

Show pupils how to divide a 3-digit number by a 2-digit number using standard algorithm.
Show the working in 2 steps beginning with dividing the tens first followed by dividing the ones.

In step 1, explain to pupils that since 3 hundreds cannot be grouped into 14 equal groups, it is renamed
as 30 tens.
30 tens plus 6 tens give 36 tens.
For 36 tens, there are enough tens to be gouped into 14 groups (divide by 14).

Carry out step 2 as shown on page 70.

Say aloud the process of dividing using place value language.

Write: 367 ÷ 14 = 26 R 3

Say: When 367 is divided by 14, the quotient is 26 and the remainder is 3.

Refer pupils to page 70 and go through the content for reinforcement.

2 Write 7480 ÷ 22 on the whiteboard.

Show pupils how to divide a 4-digit number by a 2-digit number using the standard algorithm.
Show the working in 3 steps beginning with dividing the hundreds first, followed by tens and finally
dividing the ones.

Say aloud during the process of dividing using place value language.

Say: When 7480 is divided by 22, the quotient is 340.

Refer pupils to page 71 and go through 2 for reinforcement.

71
Engage Hands-On Activity
Refer to page 72.
Have pupils work in groups.
Provide play money to each group.
Write some division expressions on the whiteboard.

Have the groups show how the money is divided.

Encourage members to use the standard algorithm to check if they have divided the amounts of money
correctly based on the division expressions.

AfL Is it observed that

• pupils are able to divide the money (starting from denomination of the highest value first) in a
manner similar to dividing a number using the standard algorithm?
• pupils are able to divide a number up to
4 digits by a 1-digit number using the standard algorithm?

Master Do and Learn

Have pupils complete 1 and 2 .
Refer pupils to Workbook 4, pages 37-39 and complete the exercises.

72
 Textbook pages 73-77, Workbook 4 pages 40-45

Key SIO
• Solve word problems involving the 4 operations

Word Problems
Instruct See and Learn
1 Go through the word problem context with pupils.
Ask questions related to the word problem to check for pupils’ understanding.

Ask pupils what they are supposed to find and the operation to use in solving the word problem.

In the space below each word problem, write the equation and use the appropriate standard algorithm
to work out the solution (draw model if required) and solve the problem.

Refer pupils to page 73 and go through 1 for reinforcement.

2 and 3 :
Instruct in a similar manner as demonstrated in 1 .

Refer pupils to page 73 and go through 2 and 3 for reinforcement.

4 Instruct in a similar manner as demonstrated in 1 .

For part (b), estimate the quotient first before solving it. Remind pupils to check for reasonableness of
answer after solving it.

Teachers may invite pupils to show the working as well.

Refer pupils to page 74 and go through 4 for reinforcement.

5 and 6 :
Instruct in a similar manner as demonstrated in 1 .

Pupils may be invited to show the working as well.

Refer pupils to page 75 and go through 5 and 6 for reinforcement.

73
Note:
For 6 , the main difficulty pupils face is in making reasonable lengths of the model such that the units have
the same size.

The teacher should anticipate this and show pupils how the model may be drawn more accurately.

Think of the After model first with respect to the size, ‘65’. Together with the smaller part that represents what
Mrs Ali had at first, they constitute 1 unit.

After

65
1 unit

Based on this 1 unit, one can then estimate the 4 units that represent what Mrs Naveed has and thus draw
the Before model more accurately.

Master Do and Learn

Ask pupils to solve word problems 1 to 13 .
Refer pupils to Workbook 4, pages 40-45 and complete the exercises.

Answers:
(1) 8200 goodie bags (2) (a) Rs 924 (b) Rs 574
(3) 1770 toys (4) 5040
(5) 1043 (6) 1691 stamps
(7) 220 cartons (8) 30,198 points
(9) 47,385 litres (10) 673 boxes, 6 bottles were not packed.
(11) 3678 (12) 615 stamps
(13) Rs 2201

74
 Textbook page 78

Key SIO
• Solve a non-routine problem

Instruct Let’s Think Along

Have pupils read the problem.
Go through the context with the pupils.
You may demonstrate partially by pinning sheets of A4 paper on the noticeboard to help pupils visualise the
number of pins used on overlapping sides.

By Acting It Out, pinning one sheet of paper each time, it will help pupils make sense of the data in each row
of the table.

Ask them to observe the number pattern in each column of the table to help them solve the problem.

Answers:
Looking at the pattern, if there are 10 posters, there will be 9 overlapping sides.
9 × 2 = 18

There are 18 pins on the overlapping sides altogether.

There are 2 pins at each end of the posters.

2 × 2 = 4

18 + 4 = 22

Mrs Shah needs 22 pins to display the 10 posters.

75
76
Answers
77
78
79
80
81
82
83
84
85
86
87
88
 Scheme of Work Chapter 4 Fractions
Sub Topic /
(Suggested Key SIOs TB WB
Learning Experience (LE) Additional Resources
Number of (Pupils should be able to…) pages pages
Periods)
Fractions 79 Get Ready:
Let’s Talk About

Mixed • Write the sum of a whole number 80-87 53-56 Engage: Worksheets;
Numbers and a proper Hands-On Activity
(5 periods) fraction as a mixed number Engage: fraction discs,
• Represent mixed numbers using Let’s Have Fun! pictures or objects
fraction discs Show and Say (examples of fractions greater than
• Mark mixed numbers on Engage: one whole used in everyday situations)
a number line IT Activity
• Express mixed numbers in the
simplest form

Improper • Write an improper fraction as a 88-90 57-58 Worksheets

Fractions fraction with a numerator equal to
(4 periods) or greater than the denominator
• Represent improper fractions using
fraction discs
• Mark improper fractions on a
number line

Conversion • Convert mixed numbers to 91-95 59-61 Engage: Worksheets;

of Fractions improper fractions Play and Learn
(5 periods) • Convert improper fractions to mixed Master: fraction cards, fraction picture cards
numbers IT Activity
• Match an improper fraction or a
mixed number to its respective
fraction picture card

Let’s Recall • Compare and order unlike fractions 96 62-63

Comparing
and Ordering
Fractions
(1 period)

Comparing • Compare and order fractions 97-100 64-65 Worksheets

and Ordering involving mixed numbers and/or
Fractions improper fractions
(4 periods)

89
90
Sub Topic /
(Suggested Key SIOs TB WB
Learning Experience (LE) Additional Resources
Number of (Pupils should be able to…) pages pages
Periods)
Let’s Recall • Add or subtract related 101 66-67
Adding and fractions within one whole with
Subtracting denominators of given fractions
Fractions not exceeding 12
(2 periods)

Adding and • Add or subtract unrelated fractions 102-107 68-69 Engage: Worksheets;
Subtracting with denominators of given Hands-On Activity
Fractions fractions not exceeding 12 Master: fraction discs
(7 periods) IT Activity

Word • Solve up to 2-step word problems 108-114 70-74 Worksheets

Problems involving addition and subtraction
(6 periods) of fractions

Fraction of • Interpret fraction as a part of a set 115-119 75-77 Worksheets;

a Set
(6 periods)

Word • Solve up to 2-step word problems 120-122 78-81 Worksheets

Problems involving fraction as a part of a set
(5 periods)

Let’s Think • Solve a higher-order word problem 123

Along involving fraction of a set
(1 period)
4 Fractions

Overview
• Pupils will learn about mixed numbers, improper fractions, comparison of fractions, adding and
subtracting fractions and fraction of a set of objects. They will also solve word problems involving
fractions.

Key SIOs
• Write the sum of a whole number and a proper fraction as a mixed number
• Represent mixed numbers using fraction discs
• Mark mixed numbers on a number line
• Express mixed numbers in the simplest form
• Write an improper fraction as a fraction with a numerator equal to or greater than the denominator
• Represent improper fractions using fraction discs
• Mark improper fractions on a number line
• Convert mixed numbers to improper fractions
• Convert improper fractions to mixed numbers
• Match an improper fraction or a mixed number to its respective fraction picture card
• Compare and order fractions involving mixed numbers and/or improper fractions
• Add or subtract unrelated fractions with denominators of given fractions not exceeding 12
• Solve up to 2-step word problems involving addition and subtraction of fractions
• Interpret up to 2-step fraction as a part of a set
• Solve up to 2-step word problems involving fraction as a part of a set
• Solve a higher-order word problem involving fraction of a set

Key Concepts
• A mixed number is the sum of a whole number and a proper fraction
• An improper fraction is a fraction with a numerator equal to or greater than the denominator
• A fraction may be expressed as a part of a set of objects

Thinking Skills
• Analysing parts and whole
• Comparing
• Sequencing

Math Vocabulary
• Mixed numbers, improper fractions • Simplest form
• Numerators, denominators • First common multiple
• Fractions of a set • Add, subtract
• Equivalent fractions • Compare

91
 Textbook page 79

Aim
• Discuss a familiar context

Instructional Guide
Get Ready Let’s Talk About…
• Ask pupils to study the picture. Discuss an overview of it.

• Draw on pupils’ experiences regarding baking, visiting a bakery or looking for recipes for baking biscuits
or cakes.

• Talk about how bakers know how much of each ingredient to add to bake bread, cakes, biscuits and so
on.

• Draw pupils’ attention to the picture stimulus and ask questions about it.

• Here are some guiding questions:

(a) What is Aunty Sally trying to demonstrate?

(b) What are the ingredients needed to make cupcakes?

(c) How much of the __________ (ingredient) is needed?

(d) How do you read these figures?

(e) What do the figures mean?

92
 Textbook pages 80-87, Workbook 4 pages 53-56

Key SIO Materials

• Write the sum of a whole number and a proper • Pizza cut-outs
fraction as a mixed number • Chocolate bar cut-outs
• Represent mixed numbers using fraction discs • Measuing flasks
• Simplify mixed numbers • Fraction discs
• Mark mixed numbers on a number line
• Express mixed numbers in the simplest form

Mixed Numbers
Instruct See and Learn
Understanding mixed numbers
1 Stick cut-outs of a whole pizza and half of another pizza on the whiteboard.

Ask: How many pizzas do you see?

Say: We have one and a half pizzas.
Write: 1 + 1 = 1 1
2 2
Then ask pupils to read the equation.

Explain to pupils that 1 1 is called a mixed number and it is made up of a whole number and a proper
2
fraction.
Write mixed number on the whiteboard and have pupils read it.

2 Instruct in a similar manner as in 1 using cut-outs of chocolate bars.

Note:
There is no need to write the words ‘mixed number’.

Refer pupils to page 80 and go through 1 and 2 for reinforcement.

3 Have pupils pay attention to the markings (for the water level) on the containers.

Note:
Pupils may think that the amount of water in A is 1  as the container seems half-filled with water.
2
They may also come up with another fraction for the amount of water in B.
Lead pupils to read off the markings on the container.

4 Arrange the fraction discs as shown in 4 and place them on the table.

Ask: How many wholes do you see?

Say: We have 2 wholes and seven-eighths.
Write: 2 + 7 = 2 7
8 8
Then ask pupils to read the equation.

Show more examples using fraction discs and have pupils say aloud the mixed numbers.

93
 5 Go through the bar diagrams with the pupils and lead them to see the mixed number as 3 5 .
6
6 (a) Remind pupils that fractions can be seen as a number on a number line.
Focus pupils’ attention on the markings between 0 and 1 first.
Tap on their prior knowledge to help them relate a marking to a fraction.

Ask: What is the fraction represented by this marking? (e.g. Pointing to 3 .)

10

Say: The fraction is 3 .

10
The whole is divided into 10 parts.
Each part is a tenth.

Next, point to 1 on the number line and count on with pupils from 1 1 to 1 9 (e.g. 1 1 , 1 2 , 1 3 , … 1 9 ).
10 10 10 10 10 10
Then point to 2 and count on.

(b) Repeat similar instructions for (b).

Affirm pupils’ correct answers as they read the mixed numbers on the number line represented by
A, B and C.

Engage Hands-On Activity

Refer to page 83.
Have pupils work in pairs.
Pupil A will select a mixed number from the list and use fraction discs to represent the mixed number. Pupil B
will write the equation that shows the mixed number is made up of the whole number and the fraction. Both
pupils will read the mixed number.
Switch roles.

AfL Is it observed that

• pupils are able to use fraction discs to represent the given mixed number?
• pupils are able to write the equation for the mixed number?
• pupils are able to read the mixed number?

94
Engage Show and Say
(a) Have pupils bring pictures/diagrams from newspapers, magazines or the Internet that show mixed
numbers.
Invite pupils to share with the class where the mixed numbers are seen in everyday situations.

(b) Have pupils discuss if the given mixed-number contexts are meaningful. Invite pupils to share with the class
which are the ones that are meaningful and which are not.

AfL Is it observed that

• pupils are able to show appropriate pictures that represent mixed numbers and articulate
where they are found?
• pupils are able to relate which contexts of the mixed numbers are meaningful and which ones
are not?

Instruct See and Learn

Simplifying mixed numbers
Revise with pupils how to simplify a proper fraction (e.g. 5 , 12 , etc) to its lowest terms on the whiteboard. Invite
10 18
pupils to show how some proper fractions are simplified.

1 Use fraction discs to show 1 2 .

4
Explain that to simplify a mixed number, we simplify only the fractional part.
Demonstrate by putting one-half over two quarters. Write 1 1 .
2
Next, simplify the fraction (which should be what pupils have already learned before).

Refer pupils to page 84 and go through 1 for reinforcement.

2 Explain how 4 is simplified to 2 by regrouping 2 smaller units into 1 bigger unit.

6 3

Engage IT Activity
Use a suitable computer programme to play a game on finding a mixed number in its simplest form.

Master Do and Learn

Ask pupils to complete exercises 1 to 7 .
Refer pupils to Workbook 4, pages 53-56 and complete the exercises.

95
 Textbook pages 88-90, Workbook 4 pages 57-58

Key SIOs Materials

• Write an improper fraction as a fraction with • Fraction discs
a numerator equal to or greater than the
denominator
• Mark improper fractions on a number line

Improper Fractions
Instruct See and Learn
Understanding improper fractions
1 Place 7 quarters on the table. Do not form circles with the quarters.
Ask: How many quarters are there?
Have pupils count aloud – one quarter, two quarters, …. seven quarters.

Say: There are seven quarters.

Write: 7
4
Say: We write seven quarters as 7 .
4
7 is called an improper fraction.
4
Write: improper fraction
(Have pupils read aloud the term.)

Say: An improper fraction is a fraction with a numerator equal to or greater than the denominator.

You may repeat the instruction using other fractional parts of the fraction discs (e.g. thirds).

Refer pupils to page 88 and go through 1 for reinforcement.

2 Go through the context with them. Have pupils count on, starting from the unit fraction, 1 , to 8 .
3 3
Have pupils pay attention to how the fraction notation is written and read.

3 Go through the context with them. Have pupils count on starting from the unit fraction, 1 to 15 .
5 5
Have pupils identify which are proper fractions and which are improper fractions.

Ask them to explain what improper fractions are.

Check their reasoning against Robi’s speech bubble.

Master Do and Learn

Ask pupils to complete exercises 1 to 4 .
Refer pupils to Workbook 4, pages 57-58 and complete the exercises.

96
 Textbook pages 91-95, Workbook 4 pages 59-61

Key SIO Materials

• Convert mixed numbers to improper fractions • Pattern blocks
• Convert improper fractions to mixed numbers • Fraction discs
• Match an improper fraction or a mixed number
to its respective fraction picture card

Conversion of Fractions
Instruct See and Learn
Conversion between mixed numbers and improper fractions
1 (a) The following shapes in 1 are pieces from pattern blocks. Use a yellow (hexagonal) piece of a
pattern block and place it on a piece of paper on the display table.

Say: Each yellow piece represents 1 whole.

Place 5 (green) triangles on the second whole (yellow piece) to show 5 parts of the whole.
Write 1 + 5 just below the pattern blocks.
6

1 + 5
6
Ask: What is the fraction of these 5 parts in relation to the whole?
Explain that from the given mixed number, the denominator of the fractional part is 6, so the
whole is made up of 6 sixths. The fraction of these 5 parts is 5 .
6
Place 6 pieces of green triangles on the first yellow piece.

1 + 5
6
Say: 1 whole is 6-sixths.
Ask: How many sixths are there altogether in 1 5 ?
6

1 + 5
6
= 6 + 5
6 6
= 11
6
Say: There are 11 sixths altogether.

(b) Instruct in a similar manner as in (a) using fraction discs.

97
 (c) Write 3 1 on the whiteboard.
4
Ask: How many quarters are there in 1 whole?
How many quarters are there in 3 wholes?
Write: 3 1 = 4 + 4 + 4 + 1
4 4 4 4 4
= 13
4
Add the numerators to get the improper fraction.

Refer pupils to page 91 and go through 1 (a) to (c) for reinforcement.

(d) Explain to the pupils that there is another method to convert a mixed number into an improper fraction.
Write the fraction 4 2 on the board.
3
Step 1: First multiply the denominator with the whole number
So, 3 x 4 = 12

Step 2: Now add the numerator to the result

So, 12 + 2 = 14
Write the entire thing as an improper fraction : 14
3
Refer pupils to page 92 and go through 1 (d) for reinforcement.

2 (a) Refer pupils to page 92.

Say: Each triangle is a fifth of a whole.
Have pupils count the number of fifths.

Ask: How many fifths make a whole?

To convert 8 to a mixed number, how many wholes of 5-fifths will there be and what is the
5
fractional part?

Write: 8 = 5 + 3
5 5 5
=1+ 3
5
=1 3
5
(b) Instruct in a similar manner as in 2 (a) using fraction discs.

98
 (c) Write 14 on the whiteboard.
9
Explain to the pupils that a simple division can help to convert an improper fraction into a mixed
number.
Show the conversion steps mathematically and explain the solution.

Refer pupils to page 93 and go through (c) for reinforcement.

3 Refer pupils to 3 .
Ask: What fractions do A, B, C and D, on the number line represent?
What are the two ways you can find what these fractions are?

The following are two ways that you may suggest or elicit from the pupils:
(i) Count on the fractions from left to right in quarters as improper fractions starting from 1 or as mixed
number starting from 1.
(ii) Convert the improper fractions to mixed numbers or vice versa.

Engage Play and Learn

Play in pairs.
Shuffle the fraction cards and place them face down.
Shuffle the fraction picture cards and distribute them evenly between 2 players.

Players take turns to turn over one fraction card at a time.

Shout ‘Match’ if a player has a fraction card that matches a fraction picture card.

The pupil with more cards at the end of the game wins.

AfL Is it observed that

• pupils are able to match the mixed number or improper fraction with the correct picture card?

Master Do and Learn

Ask pupils to complete the exercises 1 to 4 .
Refer pupils to Workbook 4, pages 59-61 and complete the exercises.

Master IT Activity
Pupils can use a suitable compurer programme to practise conversion between mixed numbers and improper
fractions.

99
 Textbook page 96, Workbook 4 pages 62-63

Key SIO Materials

• Compare and order fractions • Fraction discs

Instruct Let’s Recall

Comparing and ordering fractions
(a) Write: Compare 7 and 3 .
12 4
Ask: Which fraction is greater?

Place two sets of fraction discs side by side.

The one on the left shows 7 . The one on the right shows 3 .
12 4

From the size of the fractions, pupils should be able to say that 3 is greater than 7 .
4 12
Ask: How would you compare the fractions without using fraction discs?
Are these related fractions? Can we change them to like fractions before comparing them? How?

Show the method of converting 3 to its equivalent fraction, 9 .

4 12
Place 9 pieces of twelfths (fraction discs) onto 3 to show 9 is of the same size as 3 .
4 12 4

Say: We can now compare 7 and 3 by taking 3 as 9 .

12 4 4 12
9 7 3 7
is greater than . So, is greater than .
12 12 4 12

(b) Write: 2 , 1 , 7
5 4 10
Ask: How would you compare and order these three fractions?

Help pupils recall the listing of equivalent fractions method.

List the equivalent fractions of the 3 fractions on the whiteboard and circle the fractions with the same
denominators. Then order the fractions accordingly.

Refer pupils to page 96 and go through (a) and (b) for reinforcement.

Refer pupils to Workbook 4, pages 62-63 and complete the exercises.

100
 Textbook pages 97-100, Workbook 4 pages 64-65

Key SIO
• Compare and order fractions involving mixed
numbers and / or improper fractions

Comparing and Ordering Fractions

Instruct See and Learn
1 Let pupils know that they will learn a different method to compare fractions instead of using the method
of listing equivalent fractions.
Write: Compare 2 and 1 .
5 3
Ask: Which fraction is greater?
Say: To compare the two fractions, let’s change them to like fractions first.
To change them to like fractions, we need to find the first common multiple of the denominators of
these fractions.
List the multiples of 5 and 3 until the first common multiple is obtained. Circle the first common multiple.

Say: The first common multiple of 5 and 3 is 15.

Change the two fractions to equivalent fractions with denominator 15.
Write: 2 = , 1 =
5 15 3 15
Ask: How would you find the unknown numerators?
Elicit the response from pupils and affirm by showing the working to obtain the numerators as shown on
page 97. Write the numerators. Finally, compare the like fractions.
Refer pupils to page 97 and go through 1 for reinforcement.
2 Instruct in a similar manner as in 1 .
Write: Compare 1 2 and 1 3 .
3 4
Ask: Which fraction is greater?
Say: To compare the fractions, let’s change them to like fractions first.
Ask: What is the first common multiple of 3 and 4?
Lead pupils to find the first common multiple mentally.

Write: 2 = , 3=
3 12 4 12
Ask: What are the missing numerators?
Write: 2 = 8 , 3 = 9 ,
3 12 4 12
12 = 1 8 , 13 = 1 9
3 12 4 12
Say: We can compare the mixed numbers now.
Refer pupils to page 97 and go through 2 for reinforcement.

101
 3 In comparing improper fractions, instruct in a similar manner as in 2 .

4 In comparing a mixed number and an improper fraction, instruct in a similar manner as in 2 .

Explain that there are 2 methods pupils can use to compare the mixed number and the improper fraction.
They can change all the fractions to improper fractions and compare them or change all the fractions to
mixed numbers and compare them.

Go through each method with the pupils.

Note:
To compare the fractions, they have to be expressed in the same denominator.

Refer pupils to page 98 and go through 4 for reinforcement.

5 and 6 :
Write the given fractions on the whiteboard.
Instruct in a similar manner as in 4 .
Lead pupils to convert the fractions to mixed numbers first. Then change the fractional parts to like fractions
before comparing and ordering the fractions as required.

Master Do and Learn

Ask pupils to complete the exercises from 1 to 7 .
Refer pupils to Workbook 4, pages 64-65 and complete the exercises.

102
 Textbook page 101, Workbook 4 pages 66-67

Key SIO Materials

• Add or subtract related fractions within one • Fraction discs
whole with denominators of given fractions not
exceeding 12

Instruct Let’s Recall

1 Write 1 + 1 on the whiteboard.
2 4
Place one half (fraction disc) over a whole (fraction disc) on the table.
Say: This fraction is 1 .
2
Place 1 (fraction disc) beside 1 (fraction disc).
4 2
Say: Add 1 to 1 .
4 2
Ask: What is the sum of 1 and 1 ?
2 4
Say: To add these two fractions, we need to change them to like fractions.
Ask: How would you change 1 to a fraction with denominator 4?
2
Show the working of changing 1 to 2 .
2 4
Add the like fractions to find the sum.
Put 2 quarters over the one half. Verify that the sum of 1 and 1 is 3 .
2 4 4
Refer pupils to page 101 and go through 1 for reinforcement.

2 Write 5 – 1 on the whiteboard.

9 3
Draw a bar model with 9 units. Shade 5 units to show 5 .
9
Say: I want to take away 1 .
3
Ask: How do I show 1 using this bar model?
3
Lead pupils to note that to subtract fractions, they need to change them to like fractions.
Ask: How would you change 1 to a fraction with denominator 9?
3
Show the working of changing 1 to 3 .
3 9
3 5
Draw crosses over (part of ) to show the subtraction.
9 9
Ask: What fraction of the bar is left shaded?
Verify that the answer is 2 .
9
Refer pupils to page 101 and go through 2 for reinforcement.

Refer pupils to Workbook 4, pages 66-67 and complete the exercises.

103
 Textbook pages 102-107, Workbook 4 pages 68-69

Key SIO Materials

• Add or subtract unrelated fractions with • Fraction discs
denominators of given fractions not exceeding 12

Adding and Subtracting Fractions

Instruct See and Learn
1 Go through the word problem to help pupils understand it.

Place a whole (fraction disc) on the display table.

Say: This whole represents a whole pie.

Ask: What fraction of the pie did Atif eat in the morning?
Say: Atif ate 1 of the pie in the morning.
4
Place 1 (fraction disc) on the whole to let pupils see the size.
4
Ask: What fraction of the pie did Atif eat in the afternoon?
Say: Atif ate 1 of the same pie in the afternoon.
3
Place 1 (fraction disc) on the whole beside 1 (fraction disc) to let pupils see the size.
3 4
Ask: What fraction of the pie did Atif eat altogether?
Say: Let’s add the two fractions. Convert the fractions to like fractions first.

Write: 1 = , 1 =
4 12 3 12
Ask: What are the missing numerators?
Show the mathematical working and then add the like fractions.

Put 3 pieces of one-twelfth (fraction discs) over 1 (fraction disc) and 4 pieces of one-twelfth (fraction discs) over
4
1 (fraction disc).
3
Count the pieces to find the sum of the fractions. Verify that the answer is the same as the one obtained in the
working.

Refer pupils to page 102 and go through 1 for reinforcement.

104
 2 Write 2 + 1 on the whiteboard.
3 2
Explain to pupils that we can add the fractions by finding the first/least common multiple of the two
denominators to get like fractions.
The LCM of 2 and 3 is 6.

Add the like fractions to get 7 .

6
Convert it into a mixed number 1 1 .
6

Refer pupils to page 103 and go through the content of 2 for reinforcement.

3 Instruct in a similar manner as in 2 .

4 Go through the word problem to help pupils understand it.

Place two sets of fraction discs side by side.

The one on the left shows 1 . The one on the right shows 2 .
2 5
From the size of the fractions, pupils should be able to tell who has eaten more.

Ask: How would you compare the fractions without using fraction discs?
What do you notice about the denominators of the fractions?
Are these related fractions? Can you change them to like fractions before comparing them? How?

Instruct in a similar manner as in 3 by finding the first common multiple of the 2 denominators to get like
fractions.

Compare the like fractions to find if Peter or Atif has eaten more cake. Find the difference between the two
fractions to know how much more cake Atif has eaten than Peter.
Write and explain the subtraction equation.

Refer pupils to page 104 and go through 4 for reinforcement.

5 Write 3 – 1 on the whiteboard.

4 3
Find the first common multiple of the 2 denominators to get the like fractions.
Write: 3 – 1 = 9 – 4
12 4 2 12
= 5
12

105
 Verify by drawing the model that shows 9 shaded units out of 12 units which represents 9 .
12
Cross out 4 units to depict the subtraction to show the fraction left.

Refer pupils to page 105 and go through 5 for reinforcement.

6 Go through the word problem to help pupils understand it.

Place 3 wholes (fraction discs) on the table to represent 3 pizzas.

To subtract 2 , express one of the wholes as 5 .
5 5
Then subtract 2 from 5 to get the answer.
5 5
Show and explain the mathematical working as seen in the thought bubble on page 105 to relate it to the
process of subtraction using the fraction discs.

Write: 3 – 2 = 2 3
5 5
Refer pupils to page 105 and go through 6 for reinforcement.

Engage Hands-On Activity

Have pupils add or subtract the fractions using fraction discs.
Then do the mathematical working (find the common denominators) to verify the answers.

AfL Is it observed that

• pupils are able to use fraction discs to add or subtract the given fractions?
• pupils are able to change given fractions to like fractions before they add or subtract them?

Master IT Activity
Pupils can use a suitable computer programme to practise adding and subtracting fractions.

Master Do and Learn

Ask pupils to complete the exercises from 1 to 6 .
Refer pupils to Workbook 4, pages 68-69 and complete the exercises.

106
 Textbook pages 108-114, Workbook 4 pages 70-74

Key SIO
• Solve up to 2-step word problems involving
addition and subtraction of fractions

Word Problems
Instruct See and Learn
1 Go through the word problem to help pupils understand it.

Ask: How would you find how much sugar Sam had left?

How do you subtract 1 from 3 ? What are the steps?

6 4
How do you find the first common multiple of the 2 denominators?

Affirm pupils’ responses by writing the solution on the whiteboard.

2 Instruct in a similar manner as in 1 .

Refer pupils to page 108 and go through 1 and 2 for reinforcement.

3 and 4 :
Instruct in a similar manner as in 1 .
Draw bar models to help pupils visualise the context of the word problems and find the unknown parts.

Refer pupils to page 109 and go through 3 and 4 for reinforcement.

5 and 6 :
Instruct in a similar manner as in 1 .
Draw the bar model to help pupils find the unknown parts.

Refer pupils to pages 110-111 and go through 5 and 6 for reinforcement.

7 and 8 :
Instruct in a similar manner as in 1 .

Refer pupils to page 112 and go through 7 and 8 for reinforcement.

107
 Master Do and Learn
Ask pupils to solve word problems 1 to 11 .
Refer pupils to Workbook 4, pages 70-74 and complete the exercises.
Answers:

(1) 21 (2) 1 m
40 20
(3) 1 4 L (4) (a) 13 (b) 27
5 40 40
(5) (a) 7 - 3 = 11
8 5 40
(b) 7 + 11 = 46 = 1 3
8 40 40 20
(6) 3 (7) 1 2 h
20 3
(8) 1 11 km (9) 1 5 L
20 8
(10) 1 1 kg
40
(11) (a) 7 - 1 = 8
10 6 15
(b) 7 + 16 = 37 = 1 7
10 30 30 30

108
 Textbook pages 115-119, Workbook 4 pages 75-77

Key SIO Materials

• Interpret fraction as a part of a set • Counters/buttons/paper clips, etc

Fraction of a Set
Instruct See and Learn
1 Ask: What fraction of the buttons are red?
Say: 2 out of 5 buttons are red.
Write: 2 of the buttons are red.
5
Have pupils read the sentence together.

Ask: What fraction of the buttons are blue?

Say: 3 out of 5 buttons are blue.
Write: 3 of the buttons are blue.
5
Have pupils read the sentence together.

2 (a) Place 6 red buttons and 9 blue buttons on the display table.
Arrange the buttons in an array as shown on page 115.

Ask: What fraction of the buttons are red?

Say: 6 out of 15 buttons are red.
Write: 6 of the buttons are red.
15
Have pupils read the sentence together.

(b) Ask: Can we simplify the fraction?

Show the working to simplify 6 in its simplest form, 2 .
15 5

Demonstrate by drawing and circling groups of 3 buttons as shown on page 115 2 (b).

Say: 2 out of 5 groups are red buttons.

We can also say that 2 of the buttons are red.
5
Write: 2 of the buttons are red.
5
Have pupils read the sentence together.

Refer pupils to page 115 and go through 1 and 2 for reinforcement.

109
 3 Refer to 3 .
Ask: What fraction of the children wear glasses?
What fraction of the children do not wear glasses?

Say: The children are grouped in 2s.

Ask: How many groups of children are there?
How many groups of them wear glasses?
How many groups of them do not wear glasses?
Write: 2 of the children wear glasses.
6
4 of the children do not wear glasses.
6
Have pupils read the sentences together.

Ask: Can we simplify the fractions?

Demonstrate by circling groups of 4 children as shown on page 116, 3 .
Show the working to simplify 2 in its simplest form, 1 .
6 3

Say: 1 out of 3 groups of children wear glasses.

We can also say that 1 of the children wear glasses.
3
Write: 1 of the children wear glasses.
3
Say: 2 out of 3 groups of children do not wear glasses.
Write: 2 of the children do not wear glasses.
3
Have pupils read the sentences together.

4 Go through the sets of items with pupils to help them understand how they can obtain the fraction of
each set based on the groups of items that are shaded.

Refer pupils to page 116 and go through 3 and 4 for reinforcement.

Extension:
Teach pupils to understand the concept of ‘fraction of a set’ by giving a description to each of the figures in an
expression (e.g. 3 of 12).
4
3
Write: of 12
4
Draw thought bubbles to help pupils think about what each figure means.

110
Example:

What does 3 What does 12 Ask:

represent? represent?
(a) What does ‘12’ represent?
(b) What does the denominator
What is 3 of 12? ‘4’ represent?
4
What does 4
(c) What does the numerator
represent? ‘3’ represent?

Explain by filling in the following descriptions.

3 groups A set of
are Answer:
12 items
required (a) A set of 12 items
(b) A total of 4 equal groups
What is 3 of 12? (c) 3 groups are required
4
4 equal
groups

5 Refer to 5 .
Ask: How many seashells are there in 1 of the set?
3
What does ‘12’ suggest?
(A set of 12 seashells.)
What does the denominator ‘3’ suggest?
(A total of 3 equal groups.)
What does the numerator ‘1’ suggest?
(1 group is required.)
Lead pupils to understand that there should be 3 equal groups (based on denominator 3), the 12
seashells are divided equally to show 3 equal groups.
(a) Find ‘ 1 of the set’ means find ‘the number of seashells in 1 group out of 3 equal groups’. So, the
3
answer is 4 (or 4 × 1) seashells.
(b) Find ‘ 2 of the set’ means find ‘the number of seashells in 2 groups out of 3 equal groups’. So, the
3
answer is 8 (or 4 × 2) seashells.

Refer pupils to page 117 and go through 5 for reinforcement.

111
 6 Refer pupils to 6 .
Help pupils to make sense of the expression ‘ 3 of 20’ by asking the key questions in Atif’s thought bubble
4
and relating them to the diagram.

Go through the solution with the pupils.

7 Refer pupils to 7 .
Help pupils to make sense of the expression ‘ 3 of 20’ by asking key questions similar to those in Atif’s
5
thought bubble in 6 and relating them to the model drawn.

Go through the solution using the unitary method with the pupils.

Master Do and Learn

Ask pupils to complete the exercises on page 119.
Refer pupils to Workbook 4, pages 75-77 and complete the exercises.

112
 Textbook pages 120-122, Workbook 4 pages 78-81

Key SIO
• Solve up to 2-step word problems involving
fraction as a part of a set

Word Problems
Instruct See and Learn

1 Go through the word problem to help pupils understand it.

Say: Let’s draw a bar model to represent the problem.

Ask some guiding questions and draw the model, shade and label the parts where appropriate.

Here are some guiding questions:

• What is the number of items in the set?
• How many equal groups are there?
• How many groups are required?
• What are you asked to find?

Affirm pupils’ responses by writing the steps in the solution.

Refer pupils to page 120 and go through 1 for reinforcement.

2 Instruct in a similar manner as in 1 .

Lead pupils to see how part (b) can be solved in 2 ways.

Refer pupils to page 120 and go through 2 for reinforcement.

3 and 4 :
Instruct in a similar manner as in 1 .

Refer pupils to page 121 and go through 3 and 4 for reinforcement.

Master Do and Learn

Ask pupils to solve word problems 1 to 8 .
Refer pupils to Workbook 4, pages 78-81 and complete the exercises.
Answers:
(1) 4
(2) 21
(3) (a) 24 biscuit (b) 36 biscuits (4) Rs 72
7
(5) 25 biscuits (6) 24 stickess (7) Rs 12 (8) 36 crates

113
 Textbook page 123

Key SIO
• Solve a higher-order word problem involving
fraction as a part of a set

Instruct Let’s Think Along

Go through the word problem to help pupils understand it.

Ask guiding questions to elicit responses from pupils to help them draw the bar model.

Here are some guiding questions:

• What method can we use to represent the problem?
• What fraction of the money did Mrs Ali spend?
How many units do we shade in the bar model?
• What do the unshaded units represent?
• What are you asked to find?

Ask pupils to work out the steps in the solution. Invite some pupils to share their solutions with the class.

Answers:
5 Units = Rs 95
1 Unit = Rs 95 ÷ 5
= Rs 19
4 Units = 4 x Rs 19
= Rs 76

114
 Answers

115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133
134
135
 Scheme of Work Chapter 5 Angles

136
Sub Topic /
(Suggested Key SIOs WB
TB pages Learning Experience (LE) Additional Resources
Number of (Pupils should be able to…) pages
Periods)
Angles 124 Get Ready:
Let’s Talk About

Let’s Recall • Identify if an angle is a right 125 82-83

Understanding angle, an acute angle or an
Angles and obtuse angle
Types of • Identify angles in a given object
Angles
(1 period)

Naming Angles • Name an angle 126-127 84 Worksheets

(1 period) (e.g. ∠ABC or ∠b )

Measuring • Measure an angle using a 128-131 85-86 Engage: Worksheets

Angles in protractor Hands-On Activity
Degrees
(6 periods)

Drawing • Draw an angle using a protractor, 132-133 87-90 Engage: Worksheets

Angles a ruler and a pencil Hands-On Activity
(6 periods)

Quarter, Half, 1 1 3 134 91 Worksheets

• Relate 4
turn, 2 turn, 4 turn and
Three-Quarter
and Complete a complete turn to a turn of 90°,
Turns 180°, 270° and 360° respectively
(4 periods)

Angles on a • State that the sum of angles 135-139 92-94 Worksheets

Straight Line on a straight line is 180°
(4 periods) • Find an unknown angle based
on the property that the sum of
angles on a straight line is 180°
 Sub Topic /
(Suggested Key SIOs WB
TB pages Learning Experience (LE) Additional Resources
Number of (Pupils should be able to…) pages
Periods)
Vertically • State that vertically opposite angles 140-144 95-97 Engage:
Opposite are equal Hands-On Activity Worksheets;
Angles • Find an unknown angle based on Engage:
(5 periods) the property that vertically opposite Maths in Real Life protractor, geostrips or straws
angles are equal
• Find an unknown angle based on
the property that the sum of angles
on a straight line is 180°
• State that vertically opposite angles
are equal
• Relate the properties of angles to
real-life examples
• Identify the vertically opposite
angle given a marked angle

Angles at a • State that the sum of angles at a 145-149 98-99 Engage:

Point point is 360° Hands-On Activity Worksheets;
(5 periods) • Find an unknown angle based on Engage:
the property that angles at a point Let’s Have Fun! protractor
is 360° Show and Say
• State that the sum of angles on a Engage:
straight line Maths in Real Life
is 180° Engage:
• State that vertically opposite angles IT Activity
are equal
• Find unknown angles using various
properties of angles
• Relate the properties of
angles to real-life examples

Finding • Find unknown angles using various 150-155 100-102 Engage:

Unknown properties of angles Hands-On Activity Worksheets;
Angles • Find an unknown angle based on
(5 periods) the property that the sum of angles protractor, cut-outs of shapes (wedge)
on a straight line is 180°

137
138
Sub Topic /
(Suggested Key SIOs WB
TB pages Learning Experience (LE) Additional Resources
Number of (Pupils should be able to…) pages
Periods)
8-Point • State the direction or a location 156-161 103-106 Worksheets
Compass based on the turns made with
(5 periods) respect to the 8-point compass
• State the amount of turn in degrees
based on the turns made with
respect to the 8-point compass

Let’s Think • Solve a creative problem by writing 162

Along the directions based on the 8-point
(1 period) compass
5 Angles

Overview
• Pupils will learn how to name angles.
• Pupils will also learn how to measure and draw angles using the protractor.
• Pupils will learn about different properties of angles and how to find unknown angles by
applying the properties learned.
• Pupils will learn about directions using an 8-­point compass.
Key SIOs
• Name an angle (e.g. ∠ABC or ∠b)
• Measure an angle using a protractor
• Draw an angle using a protractor, a ruler and a pencil
• Relate 41 turn, 21 turn, 34 turn and a complete turn to a turn of 90°, 180°, 270° and 360°
respectively
• State that the sum of angles on a straight line is 180°
• Find an unknown angle based on the property that the sum of angles on a straight line is 180°
• State that vertically opposite angles are equal
• Find an unknown angle based on the property that vertically opposite angles are equal
• Relate the properties of angles to real-life examples
• Identify the vertically opposite angle given a marked angle
• State that the sum of angles at a point is 360°
• Find an unknown angle based on the property that angles at a point is 360°
• Find unknown angles using various properties of angles
• State the direction or a location based on the turns made with respect to the 8-­point
compass
• State the amount of turn in degrees based on the turns made with respect to the 8-­point
compass
• Solve a creative problem by writing the directions based on the 8-­point compass

139
 Key Concept
• An angle is a measure of the amount of turning made between two straight lines about a
point
• Sum of angles on a straight line is 180°
• Vertically opposite angles are equal
• Sum of angles at a point is 360°
Thinking Skill
• Spatial Visualisation
• Analysing parts and wholes
Math Vocabulary
• Angles, degree
• Protractor, vertex, centre, base line
• Estimate
1
• 4
turn, 21 turn, 34 turn, complete turn
• Angles on a straight line
• Angles at a point
• Vertically opposite angles
• 8-­point compass
• North, south, east, west
• North-­east, north-­west, south-­east, south-­west
• Clockwise, anti-­clockwise

140
 Textbook page 124

Aim
• Discuss a familiar context

Instructional Guide
Get Ready Let’s Talk About…
Ask pupils to study the picture.
Discuss an overview of it.

• Draw on pupils’ experiences with respect to folding rectangles into halves and identifying shapes from the
folded rectangles.

• You may show pupils how to cut rectangles to get triangles.

• Discuss the types of angles seen in the cut-outs of the triangles.

• Here are some guiding questions:

(a) What shapes do you obtain when you cut the rectangle diagonally into halves?

(b) What type of triangles do you see?

(c) What types of angles do you see in the triangles?

141
 Textbook page 125, Workbook 4 pages 82-83

Key SIO Materials

• Identify if an angle is a right angle, an acute angle • Set square
or an obtuse angle

Instruct Let’s Recall

Understanding angles and types of angles
1 Draw 3 different angles (as shown on page 125) on the whiteboard.

Ask: What is an angle?

What types of angles do you see in these diagrams drawn?
How can we test them?

For the first diagram, use a set square and trace the perpendicular sides.

Say: This is a right angle.

Ask: Which diagram shows an angle that is smaller than a right angle?
Which diagram shows an angle that is greater than a right angle?

Use the set square to test the angles in the 3 diagrams.

Affirm pupils’ responses and write right angle, acute angle and obtuse angle below the respective diagrams.

Have pupils read the names and explain that an acute angle is smaller than a right angle and an obtuse angle
is greater than a right angle.

2 Ask pupils to give examples of angles they see in everyday situations.

Refer pupils to page 125 and go through 1 and 2 for reinforcement.

3 Refer pupils to page 125.

Have them mark the angles in each letter and invite them to share with the class the right angles, acute
angles and obtuse angles that they have identified.

142
 Textbook pages 126-127, Workbook 4 page 84

Key SIO
• Name an angle (e.g. ∠ABC or ∠b )

Naming Angles
Instruct See and Learn
1 Draw the diagram as shown in 1 on the whiteboard.
Label the lines.

Explain to pupils that:

• the lines are labelled as AB and BC
• the common point B is called the vertex
(write: vertex and have pupils read it)
• the angle can be named as ∠ABC or ∠CBA or ∠b
• ‘∠’ is the symbol for angle

2 Draw the rectangle as shown in 2 on the whiteboard.

Label the lines and the angles.

Explain to pupils that:

• the lines are labelled as XY, YZ, ZW and WX
• ∠b can also be named as ∠XWZ or ∠ZWX
• ∠c can also be named as ∠WXZ or ∠ZXW

Ask pupils to name the other angles that are not marked and affirm their responses.

Ask: What types of angles are ∠a, ∠b and ∠c?

Refer pupils to page 126 and go through 1 and 2 for reinforcement.

Master Do and Learn

Ask pupils to complete and 1 and 2 .
Refer pupils to Workbook 4, page 84 and complete the exercises.

143
 Textbook pages 128-131, Workbook 4 pages 85-86

Key SIO Materials

• Measure an angle using a protractor • Protractor

Measuring Angles in Degrees

Instruct See and Learn
1 Show a protractor to the class.
Have pupils learn the parts (centre, base line, inner and outer scales) of a protractor as you point to them.
Write centre, base line, inner scale, outer scale and have pupils read them after you.
Say: We measure angles in degrees.
Write degrees and have pupils read it.
Move your finger to show the turn of angle starting from 0° along the outer scale.
Say: We measure angles along the outer scale starting from 0°.
Write ‘0°’ and have pupils read it as ‘zero degrees’.
Explain that the small circle near the top of the digit is the unit of measurement for angles.
Next, move your finger to show the turn of angle starting from 0° along the inner scale.
Say: We can also measure angles along the inner scale starting from 0°.

2 (a) Draw ∠ABC as shown in 2 (a).

Say: ∠ABC can be measured using the protractor.
Show pupils how to place the protractor on the diagram to measure ∠ABC. Remind pupils to
hold the protractor firmly as they measure the angle.
Note:
(i) Centre of protractor to be at the vertex
(ii) Align base line of protractor with line BC
(iii) Start measuring from 0°
Teach pupils where to read off the measurement.
Ask: Which scale am I using to measure the angle?
Which scale did I make the turn from 0°?
Write the measurement in degrees.

Refer pupils to page 118 and go through 1 and 2 for reinforcement.

(b) Draw ∠XYZ as shown in 2 (b).

Show pupils how to place the protractor on the diagram to measure ∠XYZ.
Note:
(i) Centre of protractor to be at the vertex
(ii) Align base line of protractor with line YZ
(iii) Start measuring from 0°
Ask: Which scale am I using to measure the angle? Which scale did I make the turn from 0°?

144
 3 Draw and name a pair of perpendicular lines as shown in 3 .
Instruct in a similar manner as in 2 .
Inform pupils that the size of a right angle is 90°.

4 Draw the diagram as shown in 4 .

Show pupils the two different angles.

Say: Compare ∠PQS and ∠RQS with a right angle.

Ask: Which angle is smaller than a right angle?
Which angle is greater than a right angle?
Which scale do you use to measure ∠PQS?
Which scale do you use to measure ∠RQS?

Explain to pupils that by knowing if an angle is greater or smaller than a right angle, it will help them to
verify which scale to use when measuring an angle.

5 Draw ∠ABC as shown in 5 .

Have pupils estimate the size of the angle first.

Ask: Do you think the angle is greater or smaller than a right angle?
Use a protractor to measure the angle by tracing your finger on the correct scale.

Refer pupils to page 129 and go through 3 to 5 for reinforcement.

Engage Hands-On Activity

Have pupils work in pairs.
Have pupils estimate the angle first before measuring them.
Note:
As the lines are too short, tell pupils to extend the lines first before measuring the angles.

AfL Is it observed that

• pupils are able to estimate the size of the angle well?
• pupils are able to place the protractor on the angle to be measured correctly?
• pupils are able to measure the angle accurately using the correct scale?

Master Do and Learn

Ask pupils to complete the exercises 1 and 2 .
Refer pupils to Workbook 4, pages 85-86 and complete the exercises.

145
 Textbook pages 132-133, Workbook 4 pages 87-90

Key SIO Materials

• Draw an angle using a protractor, a ruler and a • Set square
pencil • Pencil
• Ruler

Drawing Angles
Instruct See and Learn
1 Show pupils how to draw ∠ABC = 55° in 3 steps.
Demonstrate each step as shown on page 132.

Note:
Show another demonstration of drawing 55° using the other scale.

Refer pupils to page 132 and go through 1 for reinforcement.

2 Show pupils how to draw ∠XYZ = 140° with XY = 5 cm in 3 steps.

Demonstrate each step as shown on page 133.

Note:
Show another demonstration of drawing 140° using the other scale.

Refer pupils to page 133 and go through 2 for reinforcement.

Engage Hands-On Activity

Refer pupils to page 133.
Have pupils work in pairs to draw and mark the angles stated.

AfL Is it observed that

• pupils are able to draw the given angles using a protractor, a pencil and a ruler?

Refer pupils to Workbook 4, pages 87-90 and complete the exercises.

146
 Textbook page 134, Workbook 4 page 91

Key SIO Materials

1 1
• Relate turn, turn, 3 turn and a complete turn • Geostrips
4 2 4
to a turn of 90°, 180°, 270° and 360° respectively

Quarter, Half, Three-Quarter and Complete Turns

Instruct See and Learn
Show pupils a pair of geostrips joined at one end.
Write clockwise direction on the whiteboard.
Explain the meaning of ‘clockwise’ and turn one arm of the geostrips in a clockwise direction for pupils to see.

Write anti-clockwise direction on the whiteboard.

Explain the meaning of ‘anti-clockwise’ and turn one arm of the geostrips in an anti-clockwise direction for
pupils to see.

Next, draw a circle (radius is the length of the geostrip) on the whiteboard.
Place the joined part of the geostrips at the centre of the circle.
Hold the geostrips firmly as you move one of the arms.

Make a 1 turn with one arm in an anti-clockwise direction.

4
Say: I have made a 1 turn in an anti-clockwise direction.
4
Ask: What is the angle formed?

Move the arms back to the original position.

Make a 1 turn with the same arm in an anti-clockwise direction.
2
Say: I have made a 1 turn in an anti-clockwise direction.
2
Ask: What is the angle formed?

Move the arms back to the original position.

Make a 3 turn with the same arm in an anti-clockwise direction.
4
Say: I have made a 3 turn in an anti-clockwise direction.
4
Ask: What is the angle formed?

Move the arms back to the original position.

Make a complete turn with the same arm in an anti-clockwise direction.
Say: I have made a complete turn or 4-quarter turn in an anti-clockwise direction.
Ask: What is the angle formed?

Refer pupils to page 134 and go through the content for reinforcement.
Refer pupils to Workbook 4, page 91 and complete the exercises.

147
 Textbook pages 135-139, Workbook 4 pages 92-94

Key SIO Materials

• State that the sum of angles on a straight line • Protractor
is 180° • A pair of geostrips or straws
• Find an unknown angle based on the property
that the sum of angles on a straight line is 180°

Angles on a Straight Line

Instruct See and Learn
1 (a) Place a protractor on the display table.
Use a pair of geostrips or straws fixed with a fastener at one end to show the dynamic view of angles
by turning one of the ‘arms’.

Say: Let’s treat the base line of the protractor as a straight line.
The geostrips is used to show a turn of 90° or a right angle.
By turning another 90° or a right angle, we have made two 90° turns or a 180° turn.

(b) Show another example using the geostrips.

Say: Let’s treat the base line of the protractor as a straight line.
The first turn made with the geostrips is 80°.
By turning another 100°, we have made a turn of 180° in all.

Ask: What do you notice about the sum of the angles on a straight line?
Elicit responses to suggest that the sum of the angles on a straight line is 180°.

Refer pupils to page 135 and go through (a) and (b) for reinforcement.
Have pupils note how the angles are written and then added to get 180°.

Refer pupils to page 135 and go through (c). Have them find the angles that add up to 180°.

2 (a)- 2 (c):
Refer pupils to page 136 and go through (a)-(c) and explain that the sum of angles on a straight line is 180°.

Have pupils note the property printed at the bottom of page 136.

148
 3 (a)- 3 (d):
3 (a) Teach pupils how to find the unknown angles.

Say: The angles on a straight line add up to 180°.

Ask: If one of the angles is 37°, how may we find the other angle?

Say: The method of finding the other angle is similar to finding an unknown part in a bar model.

180°

37° ?

Write: ∠a = 180° – 37°

= 143°

Note: Pupils need not draw bar models to find the angle.
The bar model is for the teacher to draw on a familiar strategy to illustrate the part-whole
concept should the need arises.

3 (b)-(d):
You may invite some pupils to show the working to find the unknown angles.
Have the class check the working and answers.

Refer pupils to page 137 and go through 3 (a)-(d) for reinforcement.

149
 Master Do and Learn
1 (a) and 1 (b):
Ask pupils to measure the unknown angles and find the sum of the angles on a straight line.
For (b), have pupils explain why JKL is a straight line.

AfL Is it observed that

• pupils are able to measure angles using a protractor?
• pupils are able to add the angles and get 180° as the sum of the angles on a straight line?

2 Have pupils draw and measure 3 angles on a straight line and find the sum of the 3 angles.

AfL Is it observed that

• pupils are able to draw 3 adjacent angles on a straight line?
• pupils are able to measure angles using a protractor?
• pupils are able to add the angles and get 180° as the sum of the angles on a straight line?

Have pupils complete the exercises 3 and 4 .

Go through the answers with the class whenever appropriate.

Refer pupils to Workbook 4, pages 92-94 and complete the exercises.

150
 Textbook pages 140-144, Workbook 4 pages 95-97

Key SIOs Materials

• State that vertically opposite angles are equal • A pair of geostrips or straws
• Find an unknown angle based on the property that • Fasteners
vertically opposite angles are equal
• Find an unknown angle based on the property that the
sum of angles on a straight line is 180°
• Relate the properties of angles to real-life examples
• Identify the vertically opposite angle given a marked angle

Vertically Opposite Angles

Instruct See and Learn
Attach a fastener at the centre of a pair of geostrips or straws. Adjust the arms of the geostrips and have
pupils talk about the sizes of the angles opposite each other.

Say: Look at the vertically opposite angles made from the geostrips.
Ask: Do they look the same?
Write: vertically opposite angles
Show pupils the pairs of vertically opposite angles.

Say: Let’s adjust the arms of the geostrips and look at the vertically opposite angles.

Ask: Do they look the same?

Affirm pupils’ responses.

Next, draw two straight lines that cut each other and label the figure.
Measure the vertically opposite angles and use angle notations to indicate the angles measured.
Verify if the vertically opposite angles are equal.

State that when two straight lines cross each other, the vertically opposite angles are equal.
1 Refer pupils to page 140, 1 (a)-(b).
Have pupils measure the marked angles using their protractors.
Verify that the vertically opposite angles are equal.

2 Refer pupils to 2 .
Ask them which pairs of angles are vertically opposite each other.
Have them note that the pair of vertically opposite angles, j and n, is equal to 65°and the other pair of
vertically opposite angles, m and k, is equal to 115°.
Have pupils note the property printed at the bottom of page 140.

Note: Help pupils to see that they may also use the property of ‘angles on a straight line’ to verify that
vertically opposite angles are equal.
Refer pupils to Saira’s speech bubble.

151
 3 Go through the steps to show pupils how each unknown angle is found based on using the properties of
angles that they have learnt.

4 Instruct in a similar manner as in 3 .

Refer pupils to page 141 and go through 3 and 4 for reinforcement.

Engage Hands-On Activity

1 Have pupils work in groups.
Refer them to page 142 and go through the instructions with them.
As it may be difficult to measure the angles using a protractor while holding on to the straws, pupils may
place the straws on a piece of paper. Then mark 4 points, one on each end of the straws. Remove the
straws and join the dots as shown.

Pupils may then label the angles and measure the opposite angles.
Have them go through (a)-(c).

AfL Is it observed that

• pupils are able to measure angles using a protractor?
• pupils are able to verify that vertically opposite angles are equal?
• pupils are able to verify that angles on a straight line add up to 180°?

2 Have pupils work in pairs.

Refer them to page 142 and go through the instructions with them.
(a) Discuss and identify two pairs of vertically opposite angles.
(b) Discuss and explain if ∠EOF and ∠DOC are vertically opposite angles given that ∠EOF = ∠DOC.

AfL Is it observed that

• pupils are able to identify vertically opposite angles (∠EOD and ∠AOB; ∠EOA and ∠DOB)?
• pupils are able to explain that ∠EOF and ∠DOC are not vertically opposite angles as FOC is not a
straight line?

152
Engage Maths in Real Life
Refer pupils to page 143.

Ask: Do you see vertically opposite angles in the photo of the ironing board?

Say: Identify the vertically opposite angles.

Explain the change in the sizes of these angles when the height of the ironing board is adjusted.

Ask: What are some other objects that show ‘vertically opposite angles’ in a similar way as the ironing board?

Master Do and Learn

Have pupils complete the exercises from 1 to 7
Go through the solutions with the class whenever appropriate.
Refer pupils to Workbook 4, pages 95-97 complete the exercises.

153
 Textbook pages 145-149, Workbook 4 pages 98-99

Key SIOs Materials

• State that the sum of angles at a point is 360° • Protractor
• Find an unknown angle based on the property • A pair of geostrips or straws
that angles at a point is 360°

Angles at a Point
Instruct See and Learn
1 Use a pair of geostrips or straws fixed with a fastener at one end to show the dynamic view of angles
when one of the arms is turned.

Say: The geostrips are used to show two turns of 90° about a point.
We have made two 90° turns or a turn of 180°.

Say: Let’s make two more 90° turns about the point.

Say: We have turned 4 right angles about the point.

This is a complete turn.
A complete turn is made up of four 90° turns and the sum of the angles at the point is 360°.

1 and 2 :
Refer pupils to page 145 and go through 1 and 2 for reinforcement.

3 Refer pupils to 3 and explain that the angles at the point may be seen as an arm being turned a°, b°, c°
and d° to make a complete turn. In this sense, the sum of the angles at a point is 360°.
Verify that the sum of the 4 angles at the point is 360°.

Have pupils note the property printed at the bottom of page 145.

4 (a) Show pupils how the unknown angle is found based on the property of angles at a point.

4 (b) and 4 (c):

Instruct in a similar manner as in 4 (a).

Refer pupils to page 146 and go through 4 (a)-(c) for reinforcement.

154
Engage Hands-On Activity
1 Have pupils work in pairs.
Refer them to page 147 and go through the instructions with them.

Provide each pair with a printed circle with centre O.

Have them draw 4 straight lines from the centre to the circumference of the circle and label the angles as
a, b, c and d.
Ask pupils to measure each angle and verify that the sum of the angles at a point is 360°.

Note: Ask pupils not to draw 4 right angles in the circle as that example has already been shown.

AfL Is it observed that

• pupils are able to measure the angles using a protractor?
• pupils are able to verify that the angles at a point add up to 360°?

2 Have pupils work in pairs.

Refer them to page 147 and go through the instructions with them.
Ask pupils to find the unknown marked angles and explain how they make use of the properties of
angles to find the angles.
Pupils will also find the sum of the angles at a point.

AfL Is it observed that

• pupils are able to find the unknown angles based on using the properties of angles learnt?
• pupils are able to verify that angles at a point add up to 360°?

155
 Key SIOs Materials
• State that vertically opposite angles are equal • Paper
• State that the sum of angles on a straight line is 180° • Coloured pencils
• State that the sum of angles at a point is 360°
• Find unknown angles using various properties of angles
• Relate the properties of angles to real-life examples

Engage Show and Say

Have pupils work in groups.
Refer them to page 148 and go through the instructions with them.

Provide each group with papers and coloured pencils.

Have them draw figures to show the properties of the angles that they have learnt.

Invite some groups to show their figures and describe the properties of angles involved.

Note: Pupils may also use Powerpoint to show as slides their figures and the descriptions of the properties of
angles.

AfL Is it observed that

• pupils are able to state that vertically opposite angles are equal?
• pupils are able to state that the sum of angles on a straight line is 180°?
• pupils are able to state that the sum of angles at a point is 360°?

Master Do and Learn

Have pupils complete the exercises from (a) to (d).
Go through the solutions with the class whenever appropriate.
Refer pupils to Workbook 4, pages 98-99 and complete the exercises.

Engage Maths in Real Life

Refer pupils to the pictures on page 149.
Ask pupils if they can identify the various properties of angles shown in the objects.

Engage IT Activity
Pupils can use a suitable computer programme to find out if:
(a) vertically opposite angles are equal,
(b) sum of angles at a point is 360°.

156
 Textbook pages 150-155, Workbook 4 pages 100-102

Key SIO Materials

• Find unknown angles using various properties • Triangle cut-outs
of angles

Finding Unknown Angles

Instruct See and Learn
1 Show pupils how each unknown angle is found based on the properties of angles they have learnt.

2 and 3 :
Instruct in a similar manner as in 1 .

Refer pupils to page 150 and go through 1 to 3 for reinforcement.

Master Do and Learn

Refer pupils to page 151 and 152.
Have pupils work in pairs and take turns to find the unknown angles using various properties of angles.
Go through the solutions with the class.

AfL Is it observed that

• pupils are able to find an unknown angle based on the property of ‘angles on a straight line’?
• pupils are able to find an unknown angle based on the property of ‘vertically opposite angles’?
• pupils are able to find an unknown angle based on the property of ‘angles at a point’?

Refer pupils to Workbook 4, page 100 and complete the exercises.

157
 Engage Hands-On Activity
1 Refer pupils to page 153.
Have pupils work in pairs.
Provide pupils with shapes and ask them to cut out the shapes.
Go through the instructions with the pupils.

Show pupils how to place the vertex of the shape at the centre of the protractor.
Next, have pupils find the marked angle of the shape based on the property of angles on a straight line.
Ask pupils to take turns to find the various angles of the shape using the method stated.

AfL Is it observed that

• pupils are able to measure angles with a protractor based on the outer and inner scales?
• pupils are able to find an unknown angle based on the property of ‘sum of angles on a straight
line is 180°’?

2 Provide pupils with a sheet of A4 paper.

Refer pupils to the figure in 2 and have them fold the paper as shown.
Ask pupils to measure ∠a and then find the other angles without using a protractor.
Have them discuss the various properties of angles that they may use to find the unknown angles.

AfL Is it observed that

• pupils are able to measure angles using a protractor?
• pupils are able to find the unknown marked angles using various properties of angles?

Master Do and Learn

Ask pupils to complete 1 to 6 .
Refer pupils to Workbook 4, pages 101-102 and complete the exercises.

158
 Textbook pages 156-161, Workbook 4 pages 103-106

Key SIO Materials

• State the direction or a location based on the • 8-point compass
turns made with respect to the 8-point compass • Masking tape
• State the amount of turn in degrees based on the
turns made with respect to the 8-point compass

8-Point Compass
Instruct See and Learn
1 Show pupils an actual 8-point compass.
Explain to them that people use a compass to find directions.
Point to the various letters indicating the directions.

Draw the 8-point compass on the whiteboard and write the directions for pupils to note and read what
the letters mean.

Refer pupils to the actual compass and ask them in which direction the needle is pointing at.

2 (a) Carry out this activity.

Use a masking tape to make two lines on the floor that cross each other at right angles.

Place 4 sheets of paper indicating N, S, E and W, one at each end of the lines (see the diagram on
page 156, 2 ).

Ask a pupil to stand in the middle and face N.

Say: Make a 1 turn clockwise.
4
Ask: Where are you facing now?

Invite a few pupils to take turns to participate as the teacher gives instructions for them to make 1
4
turns in different directions. Ask each pupil where he or she is facing.

(b) Continue with the activity.

Ask a pupil to stand in the middle and face S.
Say: Make a 1 turn clockwise.
2
Ask: Where are you facing now?

Similarly, invite a few pupils to take turns to make 1 turns in different directions.
2
Ask each pupil where he or she is facing.

Refer pupils to page 156 and go through 1 , 2 (a) and (b) for reinforcement. Ask pupils to answer the
questions in the thought bubbles.

159
 (c) Continue with the activity.
Ask a pupil to stand in the middle and face W.
Say: Make a 3 turn clockwise.
4
Ask: Where are you facing now?

Similarly, invite a few pupils to take turns to make 3 turns in different directions.
4
Ask each pupil where he or she is facing.

(d) Next, use the masking tape to stick 2 more lines to show the directions for NE, SE, SW and NW.
Ask a pupil to stand in the middle and face north-east.
Say: Make a 90° turn clockwise.
Ask: Where are you facing now?
Invite a few pupils to make turns of 90° and 180° in different directions. Ask each pupil where he or she is
facing.
Refer pupils to page 157 and go through 2 (c) and (d) for reinforcement.
Ask pupil to answer the question in Atif’s thought bubble.

3 Prepare worksheets as shown below and distribute it in the class.

Read aloud the first two lines of (a) to (c) and ask pupils to show the amount of turn using the given
diagram.

(a) Bilal is facing north-west.

Then he turns clockwise and faces north.
He turns through an angle of .
N
(b) Rida is facing south-east.
Then she turns clockwise and faces north-east. NW NE
She turns through an angle of .
W E
(c) Atiya is facing south-west.
Then she turns anti-clockwise and faces east. SW SE
She turns through an angle of . S

Refer pupils to page 157 and go through 3 (a) to (c) for reinforcement.

160
 4 Prepare worksheets as shown below and distribute in class.
Read aloud the first two lines of (a) to (c) and invite pupils to give the direction Atif is facing.

school

train

shopping mall train station

stadium

Atif is facing the school. He is facing north.

The train station is east of Atif.
The shopping mall is west of Atif.
The stadium is south of Ravi.

(a) Atif makes a quarter turn or a 90° turn clockwise. school

He faces the . shopping train

mall station
He faces now.
stadium

(b) Atif is facing east.

He makes a half turn or 180° turn clockwise. school

He faces the . shopping train

mall station
He faces now.
stadium

(c) Atif is facing west.

He makes a three-quarter turn or 270° turn clockwise. school
He faces the . shopping train
mall station
He faces now.
stadium

Refer pupils to page 158 and go through 4 (a) to (c) for reinforcement.

Master Do and Learn

Ask pupils to complete the exercises from 1 to 3 .
Refer pupils to Workbook 4, pages 103-106 and complete the exercises.

161
 Textbook page 162

Key SIO
• Solve a creative problem by writing the directions
based on the 8-point compass

Instruct Let’s Think Along

Refer pupils to page 162.
Go through the context with pupils.

Ask pupils to trace the route with their fingers first and then colour it.

Inform the class where the direction for north is.

Ask pupils to look at the examples given.

Then write the directions that will lead to the treasure.

Answer:

North West North-West

North-West East
A B C D E Treasure

162
 Answers

163
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166
167
168
169
170
171
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173
174
175
176
177
178
179
180
181
182
183
 Scheme of Work Chapter 6 Squares And Rectangles

184
Sub Topic /
(Suggested Key SIOs TB WB
Learning Experience (LE) Additional Resources
Number of (Pupils should be able to…) pages pages
Periods)
Squares and 163 Get Ready:
Rectangles Let’s Talk About
Let’s Recall • State the properties of squares and 164
Squares and rectangles with respect to sides
Rectangles and corners
(1 period) • Name a pair of perpendicular lines
using the symbol ┴
Perpendicular • Name a pair of parallel lines using
and Parallel the symbol //
Lines
(1 period)
Properties of • State the properties of a square 165-168 107-108 Engage: Worksheets
Squares and • State the properties of a Let’s Have Fun!
Rectangles rectangle Show and Say
(4 periods) Engage:
IT Activity
Drawing • Draw a square or a rectangle on a 169-173 109-111 Engage: Worksheets;
Squares and square grid IT Activity
Rectangles • Draw a square or a rectangle Engage: square grid
(6 periods) with the aid of a set square or a Hands-On Activity
protractor

Finding • Find unknown sides of a square or 174-177 112-113 Worksheets

Unknown a rectangle
Sides and • Find unknown angles of a square or
Angles a rectangle
(6 periods) • Observe the different orientations
of a rectangle or a square when it is
rotated through 90°, 180°, 270° and
360° clockwise or anti-clockwise
Let’s Think • Solve a creative non-routine 178-179
Along problem involving squares and
(1 period) rectangles

Review, 114-125 Worksheets

Enrichment
Activities
or Formal
Assessment
6 Squares And Rectangles

Overview
• Pupils will learn more about the properties of squares and rectangles.
• Pupils will learn to draw squares and rectangles on square grids and by using a set square
or protractor without the aid of a square grid.
• Pupils will also find unknown sides and angles of squares and rectangles.

Key SIOs
• State the properties of a square
• State the properties of a rectangle
• Draw a square or a rectangle on a square grid
• Draw a square or a rectangle with the aid of a set square or a protractor
• Find unknown sides of a square or a rectangle
• Find unknown angles of a square or a rectangle
• Observe the different orientations of a rectangle or a square when it is rotated through 90°,
180°, 270° and 360° clockwise or anti-clockwise
• Solve a creative non-routine problem involving squares and rectangles

Key Concepts
• A square is a four-sided figure with 4 equal sides and 4 right angles
• A square is a special type of rectangle

Thinking Skills
• Spatial visualisation
• Comparing
• Analysing parts and whole

Math Vocabulary
• Square, rectangle
• Property
• Parallel sides, perpendicular sides
• Right angle
• Length, breadth

185
 Textbook page 163

Aim Materials
• Discuss a familiar context • Tangrams

Instructional Guide
Get Ready Let’s Talk About…
Ask pupils to study the picture.
Discuss an overview of it.

• Show pupils a set of tangrams. Show how squares and rectangles can be formed with some of the
shapes.

• Ask pupils to look at the figures formed with the tangrams and then look for squares and rectangles in
these figures.

• Here are some guiding questions:

(a) What are the figures formed by the tangrams?

(b) In these figures, can you identify the squares and rectangles formed from some of the shapes?

(c) Can you make a square or a rectangle with the 7 pieces of shapes?

Note:
As an enrichment activity, pupils may work in pairs to make a square or a rectangle using a tangram.

186
 Textbook page 164

Key SIOs
• State the properties of squares and rectangles
with respect to sides and corners
• Name a pair of perpendicular lines using the
symbol ┴
• Name a pair of parallel lines using the symbol //

Instruct Let’s Recall

Squares and rectangles
1 and 2 :

Draw a square and a rectangle on the whiteboard.

Ask: What are the differences between a square and a rectangle?

Affirm pupils’ responses if they are correct.

Refer pupils to page 164 and go through the basic properties of a square and a rectangle.

Perpendicular and parallel lines

1 and 2 :

Draw and name a pair of perpendicular lines and a pair of parallel lines on the whiteboard.

Ask pupils if they recognise the types of lines drawn.

Affirm pupils’ responses by writing AB ⊥ CD or EF // GH and reading the expressions.

Refer pupils to page 164 and go through the content on perpendicular lines and parallel lines for
reinforcement.

187
 Textbook pages 165-168, Workbook 4 pages 107-108

Key SIO
• State the properties of a square
• State the properties of a rectangle

Properties of Squares and Rectangles

Instruct See and Learn
1 Write quadrilaterals on the whiteboard.
Explain that the word ‘quadrilaterals’ means ‘4-sided figures’.
Refer pupils to page 165 and go through the properties of a square in greater depth.

Referring to the diagrams, ask pupils to note the following:

• the small markings at each side suggest equal lengths
• the small squares at each corner suggest right angles
• the similar type of arrowheads on opposite sides suggest opposite parallel sides

2 Refer pupils to page 166 and go through the properties of a rectangle in greater depth.

Referring to the diagrams, ask pupils to note the following:

• the similar types of markings on each side suggest equal opposite lengths
• the small squares at each corner suggest right angles
• the similar type of arrowheads on opposite sides suggest opposite parallel sides

Engage Show and Say

1(a) Have pupils work in groups.
Ask pupils to take turns to describe the properties of a square and a rectangle using the helping words
given. Invite some pupils to share their descriptions with the class.

(b) Have pupils tick the properties of a square and a rectangle.

Ask: What are the common properties of a square and a rectangle?
What are the different properties?

AfL Is it observed that

• pupils are able to describe the properties of a square and a rectangle using the given words?
• pupils are able to tick the correct properties of a square and a rectangle?
• pupils are able to relate what is common and different between a square and a rectangle?

188
2 (a) Show a square grid on the PC (use MS Word or Powerpoint) and project it on the screen. In the edit
mode, use the Draw tool and draw a rectangle.

Ask: Is this a rectangle or a square?

How is a square related to a rectangle?

Demonstrate by dragging one side of the rectangle to enlarge it until it becomes a square.
Ask: What shape do you see now?

Continue to drag the side of the square so that it becomes a rectangle.

Ask: What shape do you see now?

(b) Ask: Is a square a special rectangle? Why?

Invite some pupils to share their responses with the class.
Note:
A square is a special type of rectangle. It is a quadrilateral that has 4 sides of the same length and 4
right angles.

3 Refer pupils to page 168.

Ask: Which of the following are not rectangles? Why?

Invite some pupils to share their responses with the class.

Note:
A rectangle is not a square because all its sides are not equal in length.

AfL Is it observed that

• pupils are able to relate why a rectangle is not considered a square?

Engage IT Activity
Pupils can use a suitable computer programme to form squares or rectangles by using various shapes.
Refer pupils to Workbook 4, pages 107-108 and complete the exercises.

189
 Textbook pages 169-173, Workbook 4 pages 109-111

Key SIO Materials

• Draw a square or a rectangle on a square grid • Ruler
• Draw a square or rectangle with the aid of a set • Pencil
square or a protractor • Set square
• Protractor

Drawing Squares and Rectangles

Instruct See and Learn
Drawing squares and rectangles on square grids
1 (a) Prepare some sheets of 1-cm square grid paper.
Demonstrate drawing a square measuring 3 cm by 3 cm.

(b) Demonstrate drawing a square with a different orientation on a square grid in 4 steps as shown on
page 169.
Show pupils how to place the ruler correctly to draw perpendicular lines.

Refer pupils to page 169. Go through 1 (a) and (b) for reinforcement.

2 Instruct in a similar manner as in 1 (a) and (b). Demonstrate drawing rectangles on a square grid.

Refer pupils to page 170 and go through the content for reinforcement.

Engage IT Activity
Pupils can use a suitable computer programme to draw squares and rectangles of different sizes and
orientations on a given square grid.
Refer pupils to Workbook 4, pages 109-110 and complete the exercises.

190
Instruct See and Learn
Drawing squares and rectangles
Explain to pupils that there are two ways to draw a square or a rectangle. They can use a set square or a
protractor as an aid to help them in the drawing.

Demonstrate drawing a square and a rectangle using a set square first and then a protractor.

1 Prepare a blank sheet of paper.

Refer pupils to page 171 and explain the 3 steps to pupils before demonstrating how the square should
be drawn.

Next, demonstrate drawing a square measuring 3 cm by 3 cm in 3 steps.

Show pupils how to place the set square correctly to draw perpendicular lines and mark the right angles
as well as the sides to show equal sides.

2 Prepare a blank sheet of paper.

Refer pupils to page 172 and explain the 4 steps to pupils before demonstrating how the rectangle should
be drawn.

Next, demonstrate drawing a rectangle measuring 3 cm by 2 cm in 4 steps.

Show pupils how to place the protractor correctly to draw perpendicular lines and mark the right angles
as well as the sides to show equal opposite sides.

Engage Hands-On Activity

Refer pupils to page 173.
Have pupils work in pairs and draw a square and a rectangle as instructed on page 173.

AfL Is it observed that

• pupils are able to draw a square based on the given dimensions?
• pupils are able to draw a rectangle based on the given dimensions?

Master Do and Learn

Ask pupils to complete exercises 1 and 2 .
Refer pupils to Workbook 4, page 111 and complete the exercises.

191
 Textbook pages 174–177, Workbook 4 pages 112-113

Key SIO
• Find unknown sides of a square or a rectangle

Finding Unknown Sides and Angles

Instruct See and Learn
Finding unknown sides
1 Draw a square on the board and label it as given in 1 .

Ask: If AB equals 5 cm, what are the lengths of the other 3 sides?
How do you know?

2 Show a rectangle and label it as given in 2 .

Ask: If EF equals 18 cm and FG equals 7 cm, what are the lengths of HG and EH?
How do you know?

Reiterate one of the properties of a square and a rectangle:

Say: A square has 4 equal sides.
A rectangle has opposite sides that are equal.

Master Do and Learn

Ask pupils to complete exercises 1 to 3 .
Refer pupils to Workbook 4, page 112 complete the exercises.

192
 Instruct See and Learn
Finding unknown angles
1 Show a square and label it as given in 1 .

Say: The square is divided into 2 halves.

Ask: How would you find ∠x and ∠y?

Explain that a square has 4 right angles and each right angle is 90°.
Since ∠x + 45° = 90°, ∠x can be found by subtracting 45° from 90°.
Show the working to find ∠x.

Similarly, show the working to find ∠y.

2 Show a rectangle and label it as given in 2 .

Say: The rectangle is divided into 2 halves.

Ask: How would you find ∠h and ∠j?

Likewise, explain that a rectangle has 4 right angles and each right angle is 90°.
Since ∠h + 40° = 90°, ∠h can be found by subtracting 40° from 90°.
Show the working to find ∠h.

Similarly, show the working to find ∠j.

Refer pupils to page 176 and go through the content for reinforcement.

Extension:
Ask pupils why when a square is divided into 2 halves diagonally, the base angles of each half are 45° but this is
not the case for a rectangle.

Master Do and Learn

Ask pupils to complete exercises 1 and 2 .
Refer pupils to Workbook 4, page 113 and complete the exercises.

193
 Textbook pages 178-179

Key SIO
• Solve a creative non-routine problem involving
squares and rectangles

Instruct Let’s Think Along

Refer pupils to page 178.
Have them identify a pattern with respect to the length of the new rectangle formed based on each addition
of a square.

Ask pupils to note how the lengths of the rectangles formed are obtained when a bigger square is added.

Ask: What pattern do you see?

How would you find the length of each new rectangle that is formed?

Have pupils find the unknown length of the rectangle in (e) based on the pattern seen in the diagram.

Refer pupils to page 179.

Have pupils find the unknown length of the rectangle in (f) based on the pattern seen in the diagram.

Ask pupils to fill in the table and say what the rule of the pattern is.

Rule: The next number in the pattern of numbers is obtained by adding the previous 2 numbers.

This pattern is known as the Fibonacci Sequence. Ask pupils to surf the Internet for more information
concerning this sequence and share with the class some real life examples of the applications of this
sequence.

Answers:
(e) 8 cm
(f) 13 cm , 21 cm

194
 Answers

195
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197
198
199
200
201
202
203
204
205
206
 Scheme of Work Chapter 7 Decimals
Sub Topic /
(Suggested Key SIOs TB WB Learning
Additional Resources
Number of (Pupils should be able to…) pages pages Experience (LE)
Periods)
Decimals 180 Get Ready:
Let’s Talk About
Tenths • Express a fraction with 181-190 126-130 Engage: Worksheets;
(10 periods) denominator 10 as a decimal or Hands-On Activity
vice versa
• Use number discs to count in tenths pencil, paper clip,
• Write the decimals represented by stapler, pen, ruler,
the number discs number line template
• State the place value of each digit
in a number up to 1 decimal place
• State the measurements of objects
up to 1 decimal place
• Represent decimals on a number
line
• Express decimals as fractions

Hundredths • Express a fraction with 191-200 131-135 Engage: Worksheets;

(10 periods) denominator 100 as a decimal or Hands-On Activity
vice versa
• Use number discs to count measuring tape,
in hundredths bathroom scale
• Write the decimals represented by
the number discs
• State the place value of each digit
in a number up to 2 decimal places
• Represent decimals on a number line
• Mark and state the missing
decimals on a number line
• Express decimals as fractions
• Measure and record the
mass and height of each
pupil up to 2 decimal places

207
208
Sub Topic /
(Suggested Key SIOs TB WB Learning
Additional Resources
Number of (Pupils should be able to…) pages pages Experience (LE)
Periods)
Thousandths • Express a fraction with 201-208 136-138 Engage: Worksheets;
(7 periods) denominator 1000 as a decimal or Hands-On Activity
vice versa number discs
• Use number discs to count
in thousandths
• Write the decimals represented by
the number discs
• State the place value of
each digit in a number up
to 3 decimal places
• Represent decimals on a number
line
• Mark and state the missing
decimals on a number line

Comparing • Find the number that is 0.1, 0.01 or 209-217 139-144 Engage: Worksheets;
and 0.001 Hands-On Activity
Ordering more than/less than numeral cards,
Decimals a given number number discs
up to • Compare and order
Thousandths decimals up to thousandths
(8 periods)
 Sub Topic /
(Suggested Key SIOs TB WB Learning
Additional Resources
Number of (Pupils should be able to…) pages pages Experience (LE)
Periods)
Number • Identify patterns in number 218-220 145-146 Engage: Worksheets
Pattern in sequences involving decimals Let’s Have Fun!
Decimals Show and Say
(4 periods)

Rounding off • Round off a decimal to the nearest 221-228 147-148 Worksheets
Decimals whole number
(6 periods) • Round off a decimal to 1 or 2
decimal places

Converting • Convert a fraction to a decimal 229-230 149-150 Worksheets

Fractions to
Decimals
(4 periods)

Converting • Convert a decimal to a fraction 231-233 151 Engage: Worksheets;

Decimals to Play and Learn
Fractions fraction cards,
(4 periods)
decimal cards

Let’s Think • Solve a word problem 234

Along involving mixed numbers
(1 period) and decimals

209
 7 Decimals

Overview
• Pupils will learn to read, write and compare decimals up to 3 decimal places.
• Pupils will learn to round decimals to 2 decimal places.

Key SIOs
• Express a fraction with denominator 10, 100 or 1000 as a decimal
• Use number discs to count in tenths, hundredths, up to thousandths
• Write the decimals represented by the number discs
• State the place value of each digit in a number up to 3 decimal places
• State the measurements of objects up to 3 decimal places
• Represent decimals on a number line
• Express decimals as fractions
• Measure and record the mass and height of each pupil up to 2 decimal places
• Mark and state the missing decimals on a number line
• Find the number that is 0.1, 0.01 or 0.001 more than/less than a given number
• Compare and order decimals up to thousandths
• Identify patterns in number sequences involving decimals
• Round off a decimal to the nearest whole number
• Round off a decimal to 1 or 2 decimal places
• Convert a fraction to a decimal
• Convert a decimal to a fraction
• Solve a word problem involving mixed numbers and decimals

Key Concept
• Place value concepts involving tenths, hundredths and thousandths

Thinking Skills
• Sequencing
• Identifying patterns
• Comparing
• Estimating

Math Vocabulary
• Decimals
• Fractions, numerator, denominator, simplest form
• Place values, tenths, hundredths, thousandths
• Compare, smaller than, greater than, more than, less than
• Round up, round down

210
 Textbook page 180

Aim
• Discuss a familiar context

Instructional Guide
Get Ready Let’s Talk About…
Ask pupils to study the picture.
Discuss an overview of it.

• Draw on pupils’ experiences with recycling materials. Ask pupils what items their parents have sold for
recycling.

• Discuss with pupils the picture stimulus that shows the collection of newspapers for recycling.

• Here are some guiding questions:

(a) What are they recycling?

(b) Look at the chart.

How much will the man pay for 0.5 kg of newspapers?
How much will he pay for 1 kg of newspapers?

(c) What is the mass of newspapers weighed?

(d) How high is the pile of newspapers that the man is tying?

211
 Textbook pages 181–190, Workbook 4 pages 126-130

Key SIO Materials

• Express a fraction with a denominator 10 as a decimal • Squares template
• Use number discs to count in tenths • Number discs
• Write the decimals represented by the number discs
• State the place value of each digit in a number up to 1
decimal place

Tenths
Instruct See and Learn
Understanding Tenths
1 Show a printed square to the class.
Divide it into 10 equal parts. Shade one part.

Ask: What fraction of the whole is shaded?

1
Write: One tenth = 10 = 0.1
Say: We read ‘ 1 ‘ as one tenth and ‘0.1’ as zero point one.
10
1 is a fraction and 0.1 is a decimal.
10
We can express fractions as decimals.

The decimal point in a decimal separates the whole number part and the fractional part.

In 0.1, the digit 0 is a placeholder and the digit 1 represents one tenth or 1 .
10
The decimal 0.1 has 1 decimal place.
(Underline the digit 1.)

2 Next, shade another 3 parts of the square.

Ask: What fraction of the whole is shaded?

4
Write: Four tenths = 10 = 0.4
Say: We read ‘ 4 ’ as four tenths and ‘0.4’ as zero point four.
10
In 0.4, the digit 0 is a placeholder and the digit 4 represents 4 tenths or 4 .
10
Ask: What fraction of the whole is not shaded?

Affirm pupils’ response by revoicing 6 = 0.6.

10

Refer pupils to page 181 and go through 1 and 2 for reinforcement.

212
 3 (a) Divide the whiteboard into 3 columns.
In the leftmost column, draw a bar, divide it into 10 equal parts and shade 3 parts.

Below the model:

3
Write: Three tenths = 10

In the middle column, stick 3 0.1 and count them aloud.

Below the 3 number discs:

Write: 0.3
In the right column, draw a place value chart:
Write: 0.3

Lead pupils to see the connection between the fraction, the decimal and the place value of digits in
the decimal.

(b) Next, shade the entire bar used in 3 (a) to show ‘10 tenths = 10 = 1 whole’.
10
Stick 7 more 0.1 and count on to 10 tenths.

Say: We rename 10 tenths as 1 whole.

Exchange 10 0.1 for 1 1 .

In the place value chart:

Write: 1.0
Explain the renaming to help pupils see 10 tenths = 1 whole.

4 Instruct in a similar manner as in 3 (a) to show the relationship between a mixed number and a
decimal.

Refer pupils to page 182 and go through 3 and 4 for reinforcement.

213
 5 (a) Refer to page 183.
Stick the number discs as shown on this page on the whiteboard.

Stick 3 1 on the whiteboard.

Below the 3 number discs:

Write: 3 ones

Stick 6 0.1 beside the 3 1 .

Below the 6 number discs:

Write: 6 tenths

Draw a place value chart on the right of the 6 0.1 .

Ask: What is the decimal represented by the number discs?

Affirm pupils’ response by writing 3.6 in the place value chart.

Say: 3 ones plus 6 tenths = 3 ones 6 tenths

Write: 3 + 0.6 = 3.6
Say: 3 plus 0.6 equals 3.6.

(b) and (c):

Instruct in a similar manner as in 5 (a).
Refer pupils to page 183 and go through the content for reinforcement.

6 Refer pupils to the decimal in the place value chart in 6 .

Note that pupils should be familiar with the place value of each digit in whole numbers.
Go through the place value of each digit in the decimal.

Master Do and Learn

Ask pupils to complete the exercises from 1 to 9 .
Refer pupils to Workbook 4, pages 126-127 and complete the exercises.

214
 Key SIO Materials
• State the measurements of objects up to • Ruler
1 decimal place • Weighing scales
• Beakers (or measuring)

Instruct See and Learn

Measurements in decimals
1 (a) and (b):
Use a ruler to measure the length of some small items.
Point to the marking on the ruler that shows the length of the item and say the measurement in fractions.
Write the length as a fraction and a decimal.

2 (a) and (b):

Place an item (e.g. a fruit) on a weighing scale.
Ask small groups of pupils to take turns to go to the front to check the mass of the item and say it aloud.
Write the mass as a fraction and a decimal.

Refer pupils to page 187 and go through 1 and 2 for reinforcement.

3 (a) and (b):

Bring some beakers to class. Fill one beaker with 1 litre of water and the others with less than 1 litre of water
each.
Have small groups of pupils take turns to go to the front to read the volume.
Write the volume as a fraction and a decimal.
Affirm pupils’ measurement of the volume of water.

Refer pupils to page 188 and go through 3 (a) and (b) for reinforcement.

Master Do and Learn

Have pupils complete the exercises from (a) to (d).
Refer pupils to Workbook 4, pages 128-129 and complete the exercises.

215
 Key SIOs Materials
• Represent decimals on a number line • Number line template
• Express decimals as fractions

Instruct See and Learn

Representing decimals on a number line
Show a number line template to the class.

Say: The number line is divided equally into 10 parts between

0 and 1, and between 1 and 2.
Each part represents a tenth.

Ask: What is the fraction represented by each part?

What is the decimal represented by each part?

Select various markings on the number line and ask pupils for the fraction and decimal that each marking
represents.

Refer pupils to page 189 and have them say aloud the decimals represented by the letters.
Revise with pupils the fraction equivalence of each given decimal as shown in the table.

Engage Hands-On Activity

Have pupils work in groups.
Ask them to measure the length of some items using a ruler.
Then mark each length as a fraction and a decimal on a number line.

AfL Is it observed that

• pupils are able to measure their items using the ruler?
• pupils are able to mark the length of each item as a fraction and a decimal on the number line?

Master Do and Learn

Have pupils write the missing decimals and fractions.
Refer pupils to Workbook 4, page 130 and complete the exercises.

216
 Textbook pages 191–200, Workbook 4 pages 131–135

Key SIO Materials

• Express a fraction with denominator 100 as a decimal • Number discs
• Use number discs to count in hundredths
• Write the decimals represented by the number discs
• State the place value of each digit in a number up to 2
decimal places

Hundredths
Instruct See and Learn
Understanding Hundredths
1 Show a printed square divided horizontally into 10 equal parts to the class.

Say: Each part represents a tenth or 0.1.

Next, divide the square into 10 equal parts vertically to get 100 equal parts. Shade one part.

Ask: How many parts are there in this whole?

What fraction of the whole is shaded?

Write: One hundredth = 1 = 0.01

100

Say: We read ’ 1 ’ as one hundredth and ‘0.01’ as zero point zero one.
100
The decimal, 0.01, has 2 decimal places.
(Underline the digits ‘01’ after the decimal point.)

Refer pupils to page 191 and go through 1 for reinforcement.

2(a) Show a square divided into 100 equal parts with 7 parts shaded.

Have pupils count in hundredths up to 7 hundredths.
Write: 7
100

Next, demonstrate using number discs to show the decimal, 0.07.

Count up to zero point zero seven.
Write: 0.07
Show how 0.07 is written in the place value chart and have pupils read it.

217
 (b) Instruct in a similar manner as in 2 (a).
Lead pupils to see that shading 10 hundredths is the same as shading 1 tenth of the whole.

Say: We can rename 10 hundredths as 1 tenth.

Write: 10 = 1
100 10
Count the number discs up to 10 hundredths and exchange 10 hundredths for 1 tenth.
Have pupils read the decimal in the place value chart.

Refer pupils to page 192 and go through 2 (a) and (b) for reinforcement.

(c) Refer pupils to page 193.

Instruct in a similar manner as in 2 (a).
Remind pupils that 10 hundredths equals 1 tenth as represented by the number disc 0.1 .
Teach pupils how to read the decimal in the place value chart.
Have them read the decimal aloud.

3 Help pupils to make sense of the diagram.

Say: The 2 fully shaded squares represent 2 wholes as shown by the two number discs (representing 1s).

Refer pupils to Saira’s thought bubble, 100 = 1, to aid pupils’ understanding that 100 out of 100 equal parts
100
represent 1 whole.

Refer pupils to the partially shaded whole.

Ask: How many small squares are shaded?

What fraction of this whole is shaded?
Affirm pupils’ response.

Write: 2 42 = 2.42
100
Say: The mixed number 2 42 expressed as a decimal is 2.42.
100

218
 4 (a) Stick the number discs as shown on the whiteboard.

First, stick 4 1 on the whiteboard and write 4 ones below the number discs.

Next, stick 3 0.01

0.01 beside the 4 number discs and write 3 hundredths below the number discs.
Then draw a place value chart beside the number discs.
Ask: What is the decimal represented by the number discs?
Affirm pupils’ response by writing 4.03 in the place value chart. Highlight to pupils that there are no
tenths,
so a ‘0’ is placed in the tenths column as a placeholder.
Say: 4 ones plus 3 hundredths = 4 ones 3 hundredths
Write: 4 + 0.03 = 4.03
Say: 4 plus 0.03 equals 4.03.
(b) Instruct in a similar manner as in 4 (a).

5 Stick 11 0.01
0.01 on the whiteboard.
Have pupils count aloud in hundredths: 1 hundredth, 2 hundredths, etc.
Ask: What is the decimal represented by 11 0.01
0.01 ?
Exchange 10 0.01
0.01 for 1 0.1 .
Say: Rename 10 hundredths as 1 tenth.
We have 1 tenth and 1 hundredth.
1 tenth and 1 hundredth written as a decimal is 0.11
Write: 11 hundredths = 0.11
Have pupils read it.
Refer pupils to page 194 and go through 4 and 5 for reinforcement.
6 Refer pupils to the place value chart. Go through the place value of each digit in the decimal. Help pupils
to make sense of the equation:
23.48 = 20 + 3 + 0.4 + 0.08
= (2 × 10) + (3 × 1) + (4 × 0.1) + (8 × 0.01)
Say: There are 2 tens, so (2 × 10) refers to
2 groups of 10. There are 3 ones, so
(3 × 1) refers to 3 groups of 1. There are 4 tenths, so (4 × 0.1) refers to 4 groups of 0.1. There are 8 hundredths,
so (8 × 0.01) refers to 8 groups of 0.01. 23.48 is made up of the sum of these groups.

Master Do and Learn

Have pupils complete the exercises from 1 to 8 .
Refer pupils to Workbook 4, pages 131-134 and complete the exercises.

219
 Key SIOs Materials
• Represent decimals on a number line • Number line template
• Express decimals as fractions • Bathroom scale
• Measure and record the mass and height of • Measuring tape
each pupil up to 2 decimal places

Instruct See and Learn

Representing decimals on a number line
(a) Refer pupils to the number line on page 197, (a).
Say: The number line is divided equally into 10 parts between 0 and 1, and between 1 and 2.
Each part represents a tenth.
Point to the part showing 1 or 0.1.
10

Say: Each part representing 1 can be further divided into 10 equal parts to get 100 equal parts in 1 whole.
10
Refer pupils to the magnified part of the number line showing 10 hundredths.
Ask: What is the fraction represented by each part?
What is the decimal represented by each part?

Say: Each part represents 1 or 0.01.

100

(b) Refer pupils to the number line on page 197, (b).

Say: There are 10 equal parts between 0 and 0.1 as shown by this number line.
So, each part represents a hundredth or 0.01.

Have pupils count in hundredths and say aloud the decimals represented by the letters.

Revise with pupils the fraction equivalence of each given decimal as shown in the table.

220
Engage Hands-On Activity
Have pupils work in groups.
Ask them to take turns to measure each member’s height and mass.
Have them record each measurement in decimals.

AfL Is it observed that

• pupils are able to measure the height and mass of their classmates correctly?
• pupils are able to write their height and mass in decimals?

Engage Maths in Real Life

Ask pupils to give examples of decimals used in real-life situations.

Refer pupils to page 198.

Ask them to read off the measurements and amount of money shown.

Instructional Guide
Master Do and Learn
Have pupils complete the exercises from 1 to 3 .
Refer pupils to Workbook 4, page 135 and complete the exercises.

221
Textbook pages 201–208, Workbook 4 pages 136-138

Key SIO Materials

• Express a fraction with denominator 1000 as a decimal • Number discs
• Use number discs to count in thousandths • Square with 1000 equal parts
• Write the decimals represented by the number discs
• State the place value of each digit in a number up to 3
decimal places

Thousandths
Instruct See and Learn
Understanding thousandths
1 Refer pupils to page 201.
Lead pupils to see how a square with 100 equal parts can be divided into 1000 equal parts.

Say: From the second big square, we see that each small square is divided into 10 equal parts.
So, 100 small squares will comprise 1000 equal parts.

Ask: How many parts are there in this whole?

What fraction of the whole is shaded?

Write: One thousandth = 1 = 0.001

1000

Say: We read 1 as one thousandth and 0.001 as zero point zero zero one.
1000
The decimal, 0.001, has 3 decimal places.
(Underline the digits ‘001’ after the decimal point.)

Ask: Is 1 = 10 ?
100 1000
Show how we can obtain the equivalent fractions by multiplying the numerator and denominator by 10
and how we simplify a fraction by dividing the numerator and denominator by 10.
× 10 ÷ 10

1 10 10 1
100
= 1000 or 1000
= 100

× 10 ÷ 10

2 (a)-(c):
Refer pupils to page 202.
Use number discs to represent decimals and show the equivalence between a decimal and a fraction.
Teach pupils to read the decimal in each place value chart.

In (b), lead pupils to see that 10 thousandths can be renamed as 1 hundredth.

Write: 10 = 1
1000 100

222
 Use number discs to count in thousandths and exchange 10 thousandths for 1 hundredth.

In (c), stick 3 1 on the whiteboard and write 3 ones below the number discs.

Then stick 2 0.001 and write 2 thousandths below the number discs.

Draw a place value chart beside the number discs.

Ask: What is the decimal represented by the number discs?

Affirm pupils’ response by writing 3.002 in the place value chart.

Highlight to pupils that there are no tenths and hundredths, so we write ‘0’ in the tenths and hundredths
columns. The zeroes act as placeholders.

Say: 3 ones plus 2 thousandths = 3 ones 2 thousandths

Write: 3 + 0.002 = 3.002
Say: 3 plus 0.002 equals 3.002.

Refer pupils to page 202 and go through 2 for reinforcement.

3 Stick 12 0.001 on the whiteboard.

Have pupils count aloud in thousandths: 1 thousandth, 2 thousandths, etc.

Ask: What is the decimal represented by 12 thousandths?

Exchange 10 0.001 for 1 0.01

0.01 .

Say: Rename 10 thousandths as 1 hundredth.

We now have 1 hundredth and 2 thousandths.
1 hundredth and 2 thousandths written as a decimal is 0.012.

Write: 12 thousandths = 0.012

Have pupils read it.

223
 4 Refer pupils to 4 .

Have pupils assume that there are 100 0.001 in the box.

Ask: How would you express 100 thousandths in decimals?

Refer pupils to Janice’s thought bubble.

Lead them to see that 100 equals 1 .
1000 10

Ask: Is 0.1 the same as 0.100?

What is 0.1 as a fraction? What is 0.100 as a fraction? Are they equivalent?

Show how we can obtain the equivalent fractions by multiplying the numerator and denominator by 100
and how we simplify a fraction by dividing the numerator and denominator by 100.
× 100 ÷ 100

1 100 100 1
10
= 1000 or 1000
= 10

× 100 ÷ 100

Refer pupils to page 203 and go through 3 and 4 for reinforcement.

5 Refer pupils to the decimal in the place value chart in 5 .

Ask pupils for the value of each digit.
Have pupils recognise that a decimal is made up of the sum of the value of each digit of the decimal.

Engage Hands-On Activity

Have pupils work in groups.
Provide them with number discs and have them use the number discs to represent each given decimal.

AfL Is it observed that

• pupils are able to use the number discs to represent given decimals?

Master Do and Learn

Have pupils complete the exercises from 1 to 7 .
Refer pupils to Workbook 4, pages 136-137 and complete the exercises.

224
 Key SIOs
• Represent decimals on a number line
• Mark and state the missing decimals on a
number line

Instruct See and Learn

Representing decimals on a number line
Refer pupils to page 207, (a) and (b).
(a) Say: The number line is divided equally into 10 parts between 0 and 0.01.
So, each part represents a thousandth or 0.001.
1
Point to the part showing and 0.001.
1000

Have pupils count in thousandths.

Have them say aloud the decimals represented by the letters.

Revise with pupils the fraction equivalence of each given decimal as shown in the table.

(b) Instruct in a similar manner as in (a).

Master Do and Learn

Have pupils express the decimals indicated by arrows as fractions.
Ask pupils to complete 1 and 2 .
Refer pupils to Workbook 4, page 138 and complete the exercises.

225
 Textbook pages 209–217, Workbook 4 pages 139-144

Key SIO Materials

• Find the number that is 0.1, 0.01 or 0.001 more • Number discs
than/less than a given number • Numeral cards
• Compare and order decimals up to thousandths • Number line template

Comparing and Ordering Decimals up to Thousandths

Instruct See and Learn
0.1, 0.01, 0.001 more than or less than given decimals
1 Represent 1.456 using number discs on the whiteboard.
(a) Ask: What number is 0.1 more than 1.456?

Add a 0.1 to the group of 4 0.1 on the whiteboard.

Affirm pupils’ response.

Say: 0.1 more than 1.456 is 1.556.

(b) Rearrange the discs to form the original number, 1.456.

Invite pupils to use number discs to find what number is 0.1 less than 1.456.
Ask: What number is 0.01 less than 1.456?

Take away 1 0.01

0.01 from the group of 5 0.01
0.01 on the whiteboard.

Affirm pupils’ response.

Say: 0.01 less than 1.456 is 1.446.

(c) Rearrange the discs to form the original number, 1.456.

Invite pupils to use number discs to find the following.
(i) What number is 0.001 more than 1.456?
(ii) What number is 0.001 less than 1.456?

Refer pupils to page 209 and go through 1 (a)-(c) for reinforcement.

226
Engage Hands-On Activity
Have pupils work in groups.
Ask pupils to take turns to pick 4 numeral cards to form decimals with 3 decimal places each.
Have a member use number discs to represent the decimal.
Then discuss and use number discs to show the decimal that is 0.1, 0.01 or 0.001 more than/less than the
decimal formed.

AfL Is it observed that

• pupils are able to form a decimal with
3 decimal places using the numeral cards?
• pupils are able to state the number that is 0.1, 0.01 or 0.001 more than/less than a given number
using the number discs?

Instruct See and Learn

2 Show a number line template to the class.
Ask: What decimal is 0.1 less than 0.5?
Mark 0.5 with an arrow to show its position on the number line.

Ask: Should we count back by 0.1 or count on by 0.1?

Draw a curved arrow to show counting back by 0.1.
Say: 0.4 is 0.1 less than 0.5.

Ask: What decimal is 0.1 more than 0.4?

Mark 0.4 with an arrow to show its position on the number line.

Ask: Should we count back by 0.1 or count on by 0.1?

Draw a curved arrow to show counting on by 0.1.
Say: 0.5 is 0.1 more than 0.4.

3 Instruct in a similar manner as in 2 .

Refer pupils to page 210 and go through 2 and 3 for reinforcement.

Ask pupils to attempt the questions raised by the characters in the thought bubble.

227
 4 and 5 :
Refer pupils to page 211.
Instruct in a similar manner as in 2 .

Master Do and Learn

Have pupils complete the exercises from 1 to 6 .
Refer pupils to Workbook 4, pages 139-140 and complete the exercises.

Instruct See and Learn

Comparing and ordering decimals
1 Draw a place value chart on the whiteboard.
Write 2 numbers in the place value chart, 15.5 and 15.4, as shown on page 214.
Note: Use the same method to compare decimals as whole numbers.

Ask pupils to compare the numbers as follows:

Step 1: Compare the digits in the highest place first, in this case, the tens.
Cover the other digits with a piece of paper so that the focus is on comparing the tens.

Ask: What do you notice about the value of each digit in the tens place?
Affirm pupils’ response.
Say: Since the digits in the tens place are the same for both numbers, compare the digits in the next
higher place.

Step 2: Compare the digits in the ones place.

Ask: What do you notice about the value of each digit in the ones place?
Affirm pupils’ response.
Say: Since the digits in the ones place are the same for both numbers, compare the digits in the next
higher place.

Step 3: Compare the digits in the tenths place.

Ask: What do you notice about the value of each digit in the tenths place?
Affirm pupils’ response.
Say: Since 4 tenths is smaller than 5 tenths, 15.4 is smaller than 15.5.

Refer pupils to page 214 and go through 1 for reinforcement.

228
 2 Instruct in a similar manner as in 1 .
Explain to pupils that to arrange numbers in ‘decreasing order’ means to order the numbers from the
greatest to the smallest.

Refer pupils to page 215 and go through 2 for reinforcement.

3 Refer pupils to 3 .
Go through the instructions with pupils.
Explain that numbers to the right of any number on the number line are greater in value.

Master Do and Learn

Have pupils complete the exercises from 1 to 7 .
Refer pupils to Workbook 4, pages 141-144 and complete the exercises.

229
 Textbook pages 218–220, Workbook 4 pages 145-146

Key SIO Materials

• Identify patterns in number sequences involving • Number line template
decimals

Number Patterns in Decimals

Instruct See and Learn
1 Show a number line template (with 10 equal parts between whole numbers) to the class.
Draw a curved arrow from 0 to the second marking as shown on page 218.
Say: From 0 to this mark is 0.2.
Draw another curved arrow from 0.2 to 0.4 (interval of 0.2).

Ask: What is the decimal represented by this marking?

Point to 0.4.
Affirm pupils’ response.
Say: Let’s count in steps of 0.2.

Draw the arrows and write the decimals represented by the markings as shown on page 33.
Ask: What is the rule to get the next decimal?

2 Write: 0.5, 0.52, 0.54, 0.56, 0.58, ___

on the whiteboard.

Ask: What is the rule to get the next number?

Affirm pupils’ response by adding 0.02 to 0.58 to get the next number.

3 Instruct in a similar manner as in 2 .

Refer pupils to page 218 and go through 1 to 3 for reinforcement.

Engage Show and Say

Have pupils work in groups to create different number patterns involving decimals.
Refer pupils to page 219 for the instructions.

AfL Is it observed that

• pupils are able to create number patterns involving decimals?
• pupils are able to identify the rule of a given number pattern?
• pupils are able to use the rule to find the next 2 decimals in a given number pattern?

Master Do and Learn

Have pupils complete the exercises from 1 to 4 .
Refer pupils to Workbook 4, pages 145-146 and complete the exercises.

230
 Textbook pages 221–228, Workbook 4 pages 147-148

Key SIO Materials

• Round off a decimal to the nearest whole • Number line template
number
• Round off a decimal to 1 or 2 decimal places

Rounding off Decimals

Instruct See and Learn
Rounding off decimals to the nearest whole number
1
On the whiteboard:
Write: Round off 57.2 to the nearest whole number.
Draw a number line below it.

Write 57 and 58 at the end markings of the number line as shown on page 221.
Explain that 57.2 is between 57 and 58.

Mark 57.5 (midpoint) and 57.2 on the number line.

Say: 57.2 is less than the midpoint 57.5.
Explain that since 57.2 is nearer to 57 than to 58, it is rounded down to 57.
Write: 57.2 ≈ 57

Help pupils recall that ‘≈’ means ‘is approximately equal to’.
So, 57.2 is approximately equal to 57.

Ask: What is 57.6 rounded off to the nearest whole number?

Instruct in a similar manner to show that 57.6 is rounded up to 58.

2 Write: Janice’s mass is 33.8 kg.

Instruct in a similar manner as in 1 to show how you would round off 33.8 kg to the nearest kilogram.
Have pupils note that 33.8 is greater than the number at the midpoint which is 33.5.

Refer pupils to page 221 and go through 1 and 2 for reinforcement.

231
 3 Instruct in a similar manner as in 1 .
Lead pupils to see that in rounding off decimals (with 1 decimal place) to the nearest whole number, we
round up a number that lies at the midpoint between two whole numbers.

4 Instruct in a similar manner as in 1 .

Lead pupils to see that in rounding off decimals (with 2 decimal places) to the nearest whole number, we
round up the number if the digit in the tenths place is 5 or more. Otherwise, we round down the number.

Refer pupils to page 222 and go through 3 and 4 for reinforcement.

Extension:
You may show the number line as a hill diagram to help pupils remember the strategy of rounding up or
rounding down numbers.

Example:
33.5

33.2 33.8

33 34

(a) Round off 33.2 to the nearest whole number.

33.2 is rounded down to 33.

(b) Round off 33.5 to the nearest whole number.

33.5 is rounded up to 34.

(c) Round off 33.8 to the nearest whole number.

33.8 is rounded up to 34.

232
Instruct See and Learn
Rounding off to 1 or 2 Decimal Places
1 Refer to the context in 1 .
Draw the number line below the instruction.
Write 1.8 and 1.9 at the end markings of the number line as shown on page 223.
Explain that 1.86 is between the lower tenth 1.8 and the upper tenth 1.9.

Mark 1.85 (midpoint) and 1.86 on the number line.

Say: 1.86 is greater than the number at the midpoint which is 1.85.
Explain that since 1.86 is nearer to 1.9 than to 1.8, it is rounded up to 1.9.

Write: 1.86 ≈ 1.9

So, 1.86 is approximately equal to 1.9.

Note: You may use some graphic organisers to aid pupils’ understanding.

Round off 1.86 to the nearest tenth .

• Circle the word ‘tenth’ in the instruction. Identify the lower and upper tenths.
• Is the digit in the hundredths place nearer to the lower tenth or upper tenth?
Circle the digit ‘6’ in the hundredths place. Deduce from there.
1.8 6

1.8 1.9
Lower tenth Upper tenth

Or: Present the number line as a hill diagram.

1.85 1.86

1.8 1.9

2 Instruct in a similar manner as in 1 .

Refer pupils to page 223 and go through 1 and 2 for reinforcement.

233
 3 Instruct in a similar manner as in 1 .
Explain to pupils that a decimal at the midpoint will be rounded up.
Have pupils note that rounding off to the nearest tenth is the same as rounding off to 1 decimal place.

4 Instruct in a similar manner as in 1 .

Explain to pupils that to round off a decimal to 2 decimal places, they should note the lower and the
upper hundredths. Then determine if the digit in the thousandths place is nearer to the lower or the upper
hundredth.

Note: You may use some graphic organisers to aid pupils’ understanding.

Round off 8.124 to the nearest hundredth .

• Circle the word ’hundredth‘ in the instruction. Identify the lower and upper hundredths.
• Is the digit in the thousandths place nearer to the lower or upper hundredth?
Circle the digit ‘4’ in the thousandths place. Deduce from there.

8.12 4

8.12 8.13
Lower hundredth Upper hundredth

Or: Present the number line as a hill diagram.

8.124 8.125

8.12 8.13
Lower hundredth Upper hundredth

5 Instruct in a similar manner as in 4 .

Have pupils note that rounding off to the nearest hundredth is the same as rounding off to 2 decimal
places.

Refer pupils to page 224 and go through 3 to 5 for reinforcement.

234
 6 Instruct in a similar manner as in 4 .
Lead pupils to see that in rounding off decimals (with 3 decimal places) to the nearest hundredth, we
round up the decimal that lies at the midpoint (upper hundredth).

Refer pupils to Saira’s question in the speech bubble.

Have pupils answer the question.

Ask: What are the decimals that round down to 8.12?

What are the decimals that round up to 8.13?

Master Do and Learn

Have pupils complete the exercises from 1 to 7 .
Refer pupils to Workbook 4, pages 147-148 and complete the exercises.

235
Textbook pages 229–230, Workbook 4 pages 149-150

Key SIO
• Convert a fraction to a decimal

Converting Fractions to Decimals

Instruct See and Learn
1 Draw and shade 1 of the bars as shown on page 229 on the whiteboard.
2

Ask: What is the decimal represented by one shaded part out of 2 equal parts?
What is the decimal represented by 5 shaded parts out of 10 equal parts?

Write: 1 = 0.5
2
Say: One-half equals zero point five.

Explain to pupils that if a fraction can be expressed as one with denominator 10, 100 or 1000, it can easily
be converted to a decimal.

Show the working for finding the equivalent fraction of 1 that has a denominator of 10, which is 5 .
2 10
Convert 5 to 0.5.
10

2 Show pupils the working to get the equivalent fraction of 3 that has a denominator of 100 which is 75 .
4 100
Convert 75 to 0.75.
100

3 To convert a mixed number to a decimal, convert the fractional part to a decimal first and then add the
decimal to the whole number to get the answer.

4 To convert an improper fraction to a decimal, teach pupils to convert it to a mixed number first and then
convert it to a decimal.

5 Instruct in a similar manner as in 4 .

Master Do and Learn

Have pupils complete the exercises from (a) to (f).
Refer pupils to Workbook 4, pages 149-150 and complete the exercises.

236
 Textbook pages 231–233, Workbook 4 page 151

Key SIO Materials

• Convert a decimal to a fraction • Fraction cards
• Decimal cards

Converting Decimals to Fractions

Instruct See and Learn
1 Teach pupils to convert a decimal to a fraction with denominator 10 before expressing it in the simplest
form.

2 to 4 :
Convert the fractional part to a fraction with denominator 100 and express the fraction in the simplest form.
Then add it to the whole number part to get a mixed number.

Engage Play and Learn

Provide the fraction and decimal cards as shown on page 232 to each pair of pupils.
Have them take turns to turn over two cards each time and determine if the cards match.

The player who has the matching cards gets to keep the cards.
The player with more cards at the end of the session wins the game.

AfL Is it observed that

• pupils are able to convert a fraction to a decimal or vice versa mentally to determine if 2 cards
match?

Master Do and Learn

Have pupils complete the exercises from 1 to 2 .
Refer pupils to Workbook 4, page 151 and complete the exercises.

237
 Textbook page 234

Key SIO
• Solve a word problem involving mixed numbers
and decimals

Instruct Let’s Think Along

Refer pupils to page 234.
Go through the word problem with them.
Encourage pupils to apply what they have learned
about conversion of mixed numbers to decimals
and comparing decimals to solve this problem.

Invite pupils to share the solution with the class.

Answers:
Bilal is 1.2 m tall.
1.28 is greater than 1.25 and 1.2.
Ahmad is the tallest.
Bilal is the shortest.

238
 Answers

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 Scheme of Work Chapter 8 Four Operations Of Decimals

266
Sub Topic /
(Suggested Key SIOs
TB pages WB pages Learning Experience (LE) Additional Resources
Number of (Pupils should be able to…)
Periods)

Four 235 Get Ready:

Operations Let’s Talk About
Of Decimals
Addition of • Add decimals up to 2 decimal 236-239 152-153 Engage: Worksheets
Decimals places without renaming Show and Say
(7 periods) • Add decimals up to
2 decimal places with renaming
• Use number discs to show addition
of decimals with or without
renaming
• Estimate the sum of
2 decimals
• Add decimals with
1 decimal place mentally

Subtraction • Subtract decimals up to 2 decimal 240-243 154-157 Engage: Worksheets;

of Decimals places without renaming Show and Say
(7 periods) • Subtract decimals up to 2 decimal
places with renaming advertisements showing prices of
• Use number discs to show items
subtraction of decimals with or
without renaming
• Estimate the difference between 2
decimals
• Subtract decimals with
1 decimal place mentally

Word • Solve up to 2-step word problems 244-247 158-159 Worksheets

Problems involving addition or/and
(3 periods) subtraction of decimals
 Sub Topic /
(Suggested Key SIOs TB WB
Learning Experience (LE) Additional Resources
Number of (Pupils should be able to…) pages pages
Periods)

Multiplication • Multiply decimals up to 2 decimal 248-251 160 Engage: Worksheets;

of Decimals places by a 1-digit whole number Hands-On Activity
(5 periods) • Use number discs to show Engage: number discs
multiplication of numbers up to 2 IT Activity
decimal places by
a 1-digit whole number
• Estimate the product in
multiplication of decimals by a
whole number

Division of • Divide decimals up to 2 decimal 252-257 161-165 Engage: Worksheets

Decimals places by a 1-digit whole number IT Activity
(5 periods) • Use number discs to show division
of numbers up to 2 decimal places
by a 1-digit whole number
• Estimate the quotient in division of
decimals by a whole number
• Round off the quotients to
1 or 2 decimal places after dividing

Word • Solve up to 2-step word problems 258-260 166-168 Worksheets

Problems involving the 4 operations of
(4 periods) decimals

Let’s Think • Solve a word problem involving 261

Along subtraction of decimals
(1 period)

267
 8 Four Operations Of Decimals

Overview
• Pupils will learn how to add, subtract, multiply and divide decimals using standard algorithm.
• Pupils will also learn to solve word problems involving the 4 operations.

Key SIOs
• Add decimals up to 2 decimal places without and with renaming
• Add decimals with 1 decimal place mentally
• Use number discs to show addition of decimals with or without renaming
• Subtract decimals up to 2 decimal places without and with renaming
• Use number discs to show subtraction of decimals with or without renaming
• Estimate the sum of and the difference between 2 decimals
• Subtract decimals with 1 decimal place mentally
• Solve up to 2-step word problems involving addition or/and subtraction of decimals
• Multiply decimals up to 2 decimal places by a 1-digit whole number
• Use number discs to show multiplication of numbers up to 2 decimal places by a
1-digit whole number
• Estimate the product in multiplication of decimals by a whole number
• Divide decimals up to 2 decimal places by a 1-digit whole number
• Use number discs to show division of numbers up to 2 decimal places by a 1-digit
whole number
• Estimate the quotient in division of decimals by a whole number
• Round off the quotients to 1 or 2 decimal places after dividing
• Solve up to 2-step word problems involving the 4 operations of decimals
• Solve a word problem involving subtraction of decimals

Key Concepts
• Addition – combining quantities, finding missing whole or comparing quantities (e.g. more than)
• Subtraction – removing quantities, finding missing part or comparing quantities (e.g. less than)
• Multiplication – repeated addition or a quantity is x times as many as another
• Division – equal sharing or equal grouping of items

Thinking Skills
• Analysing parts and whole

Math Vocabulary
• Decimals
• Place values
• Add, subtract, multiply, divide
• Estimate

268
 Textbook page 235

Aim
• Discuss a familiar context

Instructional Guide
Get Ready Let’s Talk About…
Ask pupils to study the picture.
Discuss an overview of it.

• Draw on pupils’ experiences on visiting markets.

• Invite pupils to list some items that are sold in a market and the items that they or their parents usually
buy.

• Discuss with pupils the picture stimulus that shows a market.

• Here are some guiding questions:

(a) What are some of the items sold as seen in the picture?

(b) What are the prices for the different fruits?

(c) How much do you think 6 apples will cost?

(d) What is the price of a kilogram of fish at Aunty May’s stall?

(e) How much must the lady pay if she wants to buy 2 kilograms of fish?

269
 Textbook pages 236-239

Key SIOs Materials

• Add decimals up to 2 decimal places without renaming • Number discs
• Add decimals up to 2 decimal places with renaming
• Use number discs to show addition of decimals with or without
renaming
• Estimate the sum of decimals
• Add decimals with 1 decimal place mentally

Addition of Decimals
Instruct See and Learn

1 Stick 3 0.1 and 4 0.1 (as shown on page 236) on the whiteboard.

Ask: What is 3 tenths plus 4 tenths?

Pupils may count on to find the answer.
Affirm pupils’ response.
Say: 3 tenths and 4 tenths make 7 tenths.
Write: 0.3 + 0.4 = 0.7
Read the equation aloud and have pupils read it together.

2 Draw a place value chart on the whiteboard.

Stick 5 0.1 and 7 0.1 in the place value chart (as shown on page 236) on the whiteboard.

Ask: What is 5 tenths plus 7 tenths?

Pupils may count on to find the answer.
Affirm pupils’ response.
Say: 5 tenths and 7 tenths make 12 tenths.
There are 12 tenths in the tenths column.
We rename 12 tenths as 1 one 2 tenths and place the 1 in the ones column.

Demonstrate exchanging 10 0.1 for 1 1 . Stick the 1 in the ones column.

Ask: What is the sum now?

Say: We have 1 one 2 tenths now.
Write: 0.5 + 0.7 = 1.2
Read the equation aloud and have pupils read it together.

Say: We can do the working to show 0.5 plus 0.7 equals 1.2.
Show pupils the working on the whiteboard in 2 steps:
Step 1: Add the tenths (then rename).
Step 2: Add the ones.

Refer pupils to page 236 and go through 1 and 2 for reinforcement.

270
 3 Stick 3 1 ,1 0.1 and 16 0.01
0.01 in the place value chart (as shown on page 237) on the whiteboard.

Ask: What is 2.07 plus 1.19?

Say: Step 1: Add the hundredths.
Move the 0.01
0.01 discs together.

Say: 7 hundredths plus 9 hundredths equals 16 hundredths.

There are 16 hundredths in the hundredths column.
We rename 16 hundredths as 1 tenth 6 hundredths and place the 1 tenth in the tenths column.

Demonstrate exchanging 10 0.01

0.01 for 1 0.1 . Stick the 0.1 in the tenths column.

Say: Step 2: Add the tenths.

1 tenth plus 1 tenth equals 2 tenths.
Move the 0.1 discs together.

Say: Step 3: Add the ones.

2 ones plus 1 one equals 3 ones.
Move the 1 discs together.

Ask: What is the sum now?

Say: We have 3 ones 2 tenths 6 hundredths now.
Write: 2.07 + 1.19 = 3.26
Read the equation aloud and have pupils read it together.

Say: We can do the working to show 2.07 plus 1.19 equals 3.26.

Show pupils the working on the whiteboard in 3 steps as shown on page 49.
Step 1: Add the hundredths (then rename).
Step 2: Add the tenths.
Step 3: Add the ones.

Refer pupils to page 237 and go through 3 for reinforcement.

Note: A side-by-side strategy showing the addition using both the number discs and the standard algorithm is
an effective way to enhance pupils’ understanding.

271
 4 On the whiteboard, write 7.8 + 6.94 in the vertical column format.
Go through the steps of adding the decimals with pupils.
Remind pupils to align the decimal point when adding decimals.

5
(a) Write: 8.2 + 4.9 =
Ask pupils to estimate the sum of the two decimals first and then check if the actual answer is
reasonable.
Teach pupils how to estimate by writing down the estimated values as shown:

8.2 + 4.9 =

8 + 5 = 13

Next, add the decimals using the standard algorithm to find the actual answer.

Ask: Is the actual answer close to the estimated sum of the two decimals?
Say: The actual answer 13.1 is close to 13.
So, the answer is reasonable.

(b) Instruct in a similar manner as in (a).

Refer pupils to page 238 and go through 4 and 5 for reinforcement.

272
Engage Show and Say
Have pupils work in groups.
1 Ask pupils to study the two addition equations.
Have them discuss why one of the addition equations is incorrect.

AfL Is it observed that

• pupils are able to provide plausible reasons why the equation in (a) is incorrect and the one in
(b) is correct?

2 Have pupils share with their group members the different strategies used to add the given decimals
mentally.
Invite some pupils to share their strategies with the class.

AfL Is it observed that

• pupils are able to use suitable methods to add the decimals mentally?

Master Do and Learn

Have pupils complete the exercises from 1 to 2 .
Refer pupils to Workbook 4, pages 152-153 and complete the exercises.

273
 Textbook pages 240-243, Workbook 4 pages 154-157

Key SIOs Materials

• Subtract decimals up to 2 decimal places without renaming • Number discs
• Subtract decimals up to 2 decimal places with renaming
• Use number discs to show subtraction of decimals with or
without renaming
• Estimate the difference between 2 decimals
• Subtract decimals with 1 decimal place mentally

Subtraction of Decimals
Instruct See and Learn

1 Stick 9 0.1 as shown on page 240 on the whiteboard and have pupils count the tenths.

Subtract 4 tenths from 9 tenths by removing 4 0.1 from the 9 0.1 .

Ask: What is 9 tenths minus 4 tenths?

Affirm pupils’ response.

Write: 0.9 – 0.4 =

Write the answer to complete the equation and have pupils read the equation.

2 Draw a place value chart on the whiteboard.

Stick 2 1 as shown on page 240 on the whiteboard.

Ask: What is the answer when you subtract 0.6 from 2?

Say: Step 1: Subtract the tenths.

Rename 1 one as 10 tenths so that we can subtract 6 tenths from 10 tenths.
10 tenths minus 6 tenths equals 4 tenths.

Demonstrate exchanging 1 1 for 10 0.1 . Stick the 10 0.1 in the tenths column.

Then remove 6 0.1 to show the subtraction.

Say: Step 2: Subtract the ones.

Subtract 0 from 1, the answer is 1.

Ask: What is the answer when you subtract 0.6 from 2?

Affirm pupils’ response.

Say: We have 1 one and 4 tenths left.

Write: 2 – 0.6 = 1.4

Read the equation aloud and have pupils read it together.

274
 Say: We can do the working to show 2 minus 0.6 equals 1.4.
Show pupils the working on the whiteboard in 2 steps as shown on page 240.
Step 1: Subtract the tenths (after renaming).
Step 2: Subtract the ones.

Refer pupils to page 240 and go through 1 and 2 for reinforcement.

3 Stick 5 1 ,2 0.1 and 4 0.01

0.01 in the place value chart (as shown on page 241) on the whiteboard.
Ask: What is the answer when you subtract 2.57 from 5.24?
Say: Step 1: Subtract the hundredths.
There are only 4 hundredths which is not enough to subtract 7 hundredths. Rename 1 tenth as
10 hundredths.
Demonstrate exchanging 1 0.1 for 10 0.01
0.01 .
Stick the 10 0.01
0.01 in the hundredths column.
Say: There are 14 hundredths now.
Take away 7 hundredths from 14 hundredths.
Remove 7 0.01
0.01 from 14 0.01
0.01 .
Say: Step 2: Subtract the tenths.
There is only 1 tenth left which is not enough to subtract 5 tenths. Rename 1 one as 10 tenths.
Demonstrate exchanging 1 1 for 10 0.1 .
Stick the 10 0.1 in the tenths column.
Say: There are 11 tenths now.
Take away 5 tenths from 11 tenths.

Remove 5 0.1 from 11 0.1 .

Say: Step 3: Subtract the ones.
There are 4 ones left. Take away 2 ones from 4 ones.
Ask: What is the answer?
Affirm pupils’ response.
Say: We have 2 ones, 6 tenths and 7 hundredths left.

275
 Write: 5.24 – 2.57 = 2.67
Read aloud the equation and have pupils read it together.
Note: A side-by-side strategy showing the subtraction using both the number discs and the standard
algorithm is an effective way to enhance pupils’ understanding.

Say:
We can do the working to show 5.24 minus 2.57 equals 2.67.
Show pupils the working on the whiteboard in 3 steps.
Step 1: Subtract the hundredths (after renaming).
Step 2: Subtract the tenths.
Step 3: Subtract the ones.

Refer pupils to page 241 and go through 3 for reinforcement.

4 On the whiteboard, write 33.26 – 4.48 in the vertical column format.
Go through the steps of subtracting the decimals with pupils.
Remind pupils to align the decimal point when subtracting decimals.

5 (a) Write: 9.8 – 3.1 =

Ask pupils to estimate the difference between the two decimals first and then check if the actual
answer is reasonable.
Teach pupils how to estimate by writing down the estimated values as shown:

9.8 – 3.1 =

10 – 3 = 7

Next, subtract the decimals using the standard algorithm to find the actual answer.
Ask: Is the actual answer close to the estimated difference between the two decimals?
Say: The actual answer 6.7 is close to 7.
So, the answer is reasonable.

(b) Instruct in a similar manner as in (a).

Refer pupils to page 242 and go through 4 and 5 for reinforcement.

276
 Engage Show and Say
1 Have pupils share with their group members the different strategies used to subtract the given decimals
mentally. Invite some pupils to share their strategies with the class.

AfL Is it observed that

• pupils are able to use suitable methods to subtract the decimals mentally?

2 Have pupils bring newspaper advertisements to class and pick two items to purchase.
Have them estimate the cost before comparing it with the actual cost to check for reasonableness of
answer.

Ask: Does estimating the cost help you decide if the two items can be bought with Rs 10?
Have them record their figures.

AfL Is it observed that

• pupils are able to estimate the cost of the two items?
• pupils are able to add decimals using the standard algorithm?
• pupils are able to check if their answers are reasonable?
• pupils are able to give a good estimate of the cost to help them decide if the items can be
bought with Rs 10?

3 Have pupils record the amount of money spent on food items during recess on a certain day. Ask them to
create a receipt to show the class the cost of each item bought and the total amount spent on the items.

AfL Is it observed that

• pupils are able to present the amounts paid by each member for the food items in a table?
• pupils are able to add different amounts of money to get the total amount?

Master Do and Learn

Have pupils complete the exercises from 1 to 2 .
Refer pupils to Workbook 4, pages 154-157 and complete the exercises.

277
 Textbook pages 244-247, Workbook 4 pages 158-159

Key SIO
• Solve up to 2-step word problems involving
addition or/and subtraction of decimals

World Problems
Instruct See and Learn
1 Go through the word problem context with pupils.
Ask questions related to the word problem to check for pupils’ understanding.

Ask pupils what they are supposed to find and the operation to use in solving the word problem.
Affirm their responses and encourage them to use estimation to check for reasonableness of answer.

Draw the model to show pupils the addition of parts.

Write the equation and solve the word problem.

Refer pupils to page 244 and go through 1 for reinforcement.

2 Instruct in a similar manner as in 1 .

Refer pupils to page 244 and go through 2 for reinforcement.

278
 3 to 5 :
Instruct in a similar manner as in 1 .

Draw models to aid pupils’ understanding if necessary.

Remind pupils to use estimation to check for reasonableness of answers.

Pupils may be invited to show the working as well.

Refer pupils to page, 245-246 and go through 3 to 5 for reinforcement.

Master Do and Learn

Ask pupils to solve the word problems from 1 to 7 .
Refer pupils to Workbook 4, pages 158-159 and complete the exercises.

Answers:
(1) 2.48 m
(2) 0.77 kg
(3) (a) 13.57 km (b) 4.54 km
(4) 15.53
(5) Rs 26.10
(6) 8.73 cm ≈ 8.7 cm
(7) 5.6 l

279
 Textbook pages 248-251, Workbook 4 page 160

Key SIOs Materials

• Multiply decimals up to 2 decimal places by a • Number discs
1-digit whole number
• Use number discs to show multiplication of
numbers up to 2 decimal places by by a 1-digit
whole number
• Estimate the product by a whole number

Multiplication of Decimals
Instruct See and Learn
1 (a) On the whiteboard:
Write: 0.3 + 0.3 + 0.3 =
Ask: What is 0.3 plus 0.3 plus 0.3?
How would you write the repeated addition of 0.3 as an expression involving multiplication?
Say: In 0.3 plus 0.3 plus 0.3, we add 0.3, 3 times.
So, 0.3 is multiplied 3 times.
Write: 0.3 + 0.3 + 0.3 = 0.3 × 3
(b) Refer to page 248.
Divide the whiteboard into 3 columns and stick the number discs as shown on this page.
In the first column, circle 3 groups of 3 ones.
Say: 3 ones × 3 = 9 ones
Write: 3 × 3 = 9
In the second column, circle 3 groups of 3 tenths.
Say: 3 tenths × 3 = 9 tenths
Write: 0.3 × 3 = 0.9
In the third column, circle 3 groups of 3 hundredths.
Say: 3 hundredths × 3 = 9 hundredths
Write: 0.03 × 3 = 0.09
Lead pupils to see that repeated addition of decimals can be construed as multiplying decimals by a
whole number as shown in the arrangement of the number discs in the second and third columns on the
whiteboard.
Say: Since 0 ones times 4 equals 0, we
2 Go through the word problem context with the pupils.
only have 1 one.
On the whiteboard:
Write: 0.4 × 4 = ? Ask: How do we read the answer now?
Say: 1 one 6 tenths
Draw a place value chart on the whiteboard. Write: 0.4 × 4 = 1.6
Stick 4 0.1 on the whiteboard in the tenths column. Read aloud the equation and have pupils
read it together.
Ask: What is 4 tenths times 4?
Say: We can do the working to show 0.4 × 4.
Stick 3 more rows of 4 0.1 below the row of 4 tenths. Show pupils the working on the whiteboard
Say: 4 tenths times 4 equals 16 tenths. in 2 steps:
We rename 16 tenths as 1 one 6 tenths. Step 1: Multiply the tenths (with renaming).
Step 2: Multiply the ones.
Demonstrate exchanging 10 0.1 for 1 1 .
Refer pupils to page 248 and go through 1
Stick the 1 1 in the ones column.
and 2 for reinforcement.

280
3 On the whiteboard:
Write: 0.25 × 5 = ?
Draw a place value chart on the whiteboard.

Stick 2 0.1 on the whiteboard in the tenths column and 5 0.01

0.01 in the hundredths column.
Ask: What is the product of 0.25 and 5?
Say: Step 1: Multiply the hundredths.

Stick 4 more rows of 0.01

0.01 below the row of 5 hundredths.
Say: 5 hundredths times 5 equals 25 hundredths.
We rename 25 hundredths as 2 tenths 5 hundredths.

Demonstrate exchanging 20 0.01

0.01 for 2 0.1 .
Stick the 2 0.1 in the tenths column.
Say: Step 2: Multiply the tenths.

Stick 4 more rows of 0.1 below the row of 2 tenths.

Say: 2 tenths times 5 equals 10 tenths.
10 tenths plus 2 tenths equals 12 tenths.
We rename 12 tenths as 1 one 2 tenths.

Demonstrate exchanging 10 0.1 for 1 1 .

Stick the 1 1 in the ones column.
Say: Step 3: Multiply the ones.
Since 0 ones times 5 equals 0, we only have 1 one.
Ask: How do we read the answer now?
Say: 1 one 2 tenths 5 hundredths
Write: 0.25 × 5 = 1.25
Read aloud the equation and have pupils read it together.
Say: We can do the working to show 0.25 × 5.
Show pupils the working on the whiteboard in 3 steps.
Step 1: Multiply the hundredths (with renaming).
Step 2: Multiply the tenths (with renaming).
Step 3: Multiply the ones.

281
 Refer pupils to page 249 and go through 3 for reinforcement.

Note: A side-by-side strategy showing the

multiplication using both the
number discs and the standard
algorithm is an effective way to
enhance pupils’ understanding.

4
On the whiteboard:
Write: 3.85 × 4 =
Say: Estimate the product before checking for reasonableness of answer.
Show how the estimation is done.
3.85 × 4 =

4 × 4 = 16
Write: 3.85 × 4 ≈ 16
Next, multiply to find the actual product using the standard algorithm.
Ask: Is the actual answer close to the estimated value?
Say: The answer 15.40 is close to 16.
So, the answer is reasonable.

Engage Hands-On Activity

Have pupils work in groups and use number discs to show the multiplication of the given decimals.

AfL Is it observed that

• pupils are able to use number discs to show the multiplication of decimals?
• pupils are able to use number discs to show renaming?

Engage IT Activity
Pupils can use a suitable computer programme to show multiplication of decimals.

Master Do and Learn

Have pupils complete the exercises 1 to 3 .
Refer pupils to Workbook 4, page 160 and complete the exercises.

282
 Textbook pages 252-257, Workbook 4 pages 161-165

Key SIOs Materials

• Divide decimals up to 2 decimal places by a 1-digit whole number • Number discs
• Use number discs to show division of numbers up to 2 decimal
places by a 1-digit whole number
• Estimate the quotient in division of decimals by a whole number
• Round off the quotients to 1 or 2 decimal places after dividing

Division of Decimals
Instruct See and Learn
Understanding division of decimals
1 (a) On the whiteboard:
Write: 0.6 ÷ 2 =

Stick 6 0.1 on the whiteboard.

Ask: How do we divide 6 tenths or 0.6 by 2?

Draw 2 big circles to represent 2 groups below the number discs.

Say: Put 6 tenths equally into 2 groups.

Show the equal sharing by moving the number discs into 2 groups.
Ask: How many tenths are there in each group when we divide 6 tenths by 2?
Say: 3 tenths
Write: 0.6 ÷ 2 = 0.3
Read aloud the equation and have pupils read it together.

(b) Instruct in a similar manner as in (a).

Refer pupils to page 252 and go through 1 for reinforcement.

2 On the whiteboard:
Write: 1.5 ÷ 3 =

Stick 1 1 and 5 0.1 on the whiteboard.

Ask: How do we divide 1.5 by 3?

Draw 3 big circles to represent 3 groups below the number discs.

Say: Put 1 one 5 tenths equally into 3 groups.
Step 1: Divide the ones by 3.
Since 1 one cannot be put into 3 groups equally, we rename 1 one as 10 tenths.
We now have 15 tenths.

Demonstrate exchanging 1 1 for 10 0.1 .

283
 Stick the 10 0.1 , with 5 0.1 in each row, below the first row of 5 0.1 .

Say: Step 2: Divide the tenths.

Ask: Can 15 tenths be divided equally by 3?

Show the equal sharing by moving the number discs into 3 groups.
Ask: How many tenths are there in each group when we divide 15 tenths by 3?
Say: 5 tenths
Write: 1.5 ÷ 3 = 0.5
Read aloud the equation and have pupils read it together.

Say: We can do the working to show 1.5 ÷ 3.

Show pupils the working on the whiteboard in 2 steps.
Step 1: Divide the ones (with renaming).
Step 2: Divide the tenths.

Refer pupils to page 253 and go through 2 for reinforcement.

Note: A side-by-side strategy showing the division using both the number discs and the standard algorithm
is an effective way to enhance pupils’ understanding.

3 Go through the context with pupils to help them understand the problem.
Go through the steps to help pupils see that the division is done in a similar way as dividing whole
numbers.

In Step 1, divide 7 ones by 4. Write 1 in the quotient with 3 ones as remainder.

Since we are not dealing with fractions, the 3 ones are not seen as a remainder.
Instead, we rename the 3 ones as 30 tenths as shown in the next step.

In Step 2, help pupils to note that we rename 3 ones as 30 tenths.

Write a 0 in the dividend in the tenths place to suggest 0 is used as a placeholder for 30 tenths.

Say: When we divide 30 tenths by 4 (treat 4 as 4 groups), there are 7 tenths in each group with a
remainder of 2 tenths.
Write 7 in the quotient.
Say: We rename the 2 tenths as 20 hundredths.

In Step 3, write a 0 in the dividend in the hundredths place to suggest 0 is used as a placeholder for
20 hundredths.

284
 Say: When we divide 20 hundredths by 4, there are 5 hundredths in each group with no remainder.
Write 5 in the quotient.

Write: 7 ÷ 4 = 1.75
Read aloud the equation and have pupils read it together.

Refer pupils to page 254 and go through 3 for reinforcement.

Note: A side-by-side strategy showing the division using both the number discs and the standard algorithm is
an effective way to enhance pupils’ understanding.

4 On the whiteboard:
Write: 23.5 ÷ 4 =

Say: Estimate the quotient before checking for reasonableness of answer.

Show how the estimation is done.

23.5 ÷ 4 =

24 ÷ 4 = 6

Next, divide to find the actual quotient using the standard algorithm.
Ask: Is the actual answer close to the estimated value?
Say: The answer 5.875 is close to 6.
So, the answer is reasonable.

Engage IT Activity
Pupils can use a suitable computer programme to show division of decimals.

Master Do and Learn

Have pupils complete the exercises from 1 to 3 .
Refer pupils to Workbook 4, pages 161-163 and complete the exercises.

285
 Instruct See and Learn
Dividing numbers and correcting answers to 1 or 2 decimal places
1 On the whiteboard:
Write: 2 ÷ 3 =
Give your answer correct to 1 decimal place.

Show pupils the long division working.

Explain to pupils that to round the answer to 1 decimal place, we work out the answer to 2 decimal places
before rounding it to 1 decimal place.

Write: 0.66 ≈ 0.7

2 ÷ 3 = 0.7 (to 1 decimal place)
Read aloud and have pupils read it together.

2 Instruct in a similar manner as in 1 .

Refer pupils to page 256 and go through 1 and 2 for reinforcement.

3 On the whiteboard:
Write: 10.95 ÷ 2 =
Give your answer correct to 2 decimal places.

Show pupils the long division working.

Explain to pupils that to correct the answer to 2 decimal places, we work out the answer to 3 decimal
places before rounding it to 2 decimal places.

Write: 5.475 ≈ 5.48

10.95 ÷ 2 = 5.48 (to 2 decimal places)
Read aloud and have pupils read it together.

Master Do and Learn

Have pupils complete the exercises from 1 to 2 .
Refer pupils to Workbook 4, pages 164-165 and complete the exercises.

286
 Textbook pages 258-260, Workbook 4 page 166-168

Key SIO
• Solve up to 2-step word problems involving the
4 operations of decimals

Word Problems
Instruct See and Learn
1 Go through the word problem context with pupils.
Ask questions related to the word problem to check for pupils’ understanding.

Ask pupils what they are supposed to find and the operation to use in solving the word problem.
Affirm their responses and encourage pupils to use estimation to check for reasonableness of answer.

Draw the bar model to show the division of parts.

Write the equation and use the appropriate standard algorithm to work out the solution and solve the
problem.

2 to 4 Instruct in a similar manner as in 1 .

Refer pupils to pages 258-259 and go through 1 to 4 for reinforcement.

Master Do and Learn

Ask pupils to solve word problems 1 to 9 .
Refer pupils to Workbook 4, pages 166-168 and complete the exercises.

Answers:
(1) 45.7 g
(2) 1.75 l
(3) (a) Rs 13.30 (b) Rs 26.60
(4) (a) Rs 6.25 (b) Rs 18.75
(5) 37.5 cm
(6) Rs 82.80 ÷ 9 equal parts
Atif has Rs 18.40
(7) 9.14 l
(8) 2.04 kg
(9) 26.7 kg

287
 Textbook page 261

Key SIO
• Solve a word problem involving subtraction of
decimals

Instruct Let’s Think Along

Go through the word problem context with pupils.

Ask questions related to the word problem to check for pupils’ understanding.
Ask pupils what they are supposed to find and the operations to use in solving the word problem.

Encourage pupils to draw a model to represent the problem and solve it.

Answers:

9.72

bucket B B B B

bucket B B

5.48 ?

9.72 – 5.48 = 4.24

5.48 – 4.24 = 1.24

The mass of the metal bucket is 1.24 kg when empty.

288
 Answers

289
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292
293
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295
296
297
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299
300
 Scheme of Work Chapter 9 Symmetry
Sub Topic /
(Suggested Key SIOs TB WB
Learning Experience (LE) Additional Resources
Number of (Pupils should be able to…) pages pages
Periods)
Symmetry 262 Get Ready:
Let’s Talk About

Symmetric • Identify if a figure or letter is 263-266 169 Engage: Worksheets;

Figures and symmetric Hands-On Activity
Lines of shapes template
Symmetry
(1 period)

Identifying • Identify lines of symmetry 267-269 170-171 Engage: Worksheets;

Lines of • Create symmetric figures Hands-On Activity
Symmetry coloured origami paper, scissors
(4 periods)

Completing • Complete a symmetric figure/ 270-273 172-174 Engage: Worksheets;

Symmetric pattern on a square grid given half Play and Learn
Figures on of the symmetric figure/pattern A4 size paper, shapes template
Square Grids • Use shapes to complete symmetric
(4 periods) figures

Let’s Think • Complete a symmetric figure by 274

Along shading a required number of
(1 period) squares
• Find how many lines of symmetry
there are in circles and ovals

Review 1, 175-184
Enrichment
Activities
or Formal
Assessment

301
 9 Symmetry

Overview
• Pupils will learn what symmetric figures are.
• Pupils will learn that a symmetric figure has one or more lines of symmetry.
• Pupils will learn to construct and draw symmetric figures and patterns.

Key SIOs
• Identify if a figure or letter is symmetric
• Identify lines of symmetry
• Create symmetric figures
• Complete a symmetric figure/pattern on a square grid given half of the
symmetric figure/pattern
• Use shapes to complete symmetric figures
• Complete a symmetric figure by shading a required number of squares
• Find how many lines of symmetry there are in circles and ovals

Key Concept
• Symmetry is based on the concept of reflection, that is, a symmetric figure can be divided
into 2 halves where each half is a mirror image of the other

Thinking Skills
• Spatial visualisation
• Comparing
• Analysing

Math Vocabulary
• Symmetry
• Symmetric figure
• Line of symmetry
• Mirror image
• Halves

302
 Textbook page 262

Aim
• Discuss a familiar context

Instructional Guide
Get Ready Let’s Talk About…
Ask pupils to study the picture.
Discuss an overview of it.

• Draw on pupils’ experiences with respect to folding shapes to get equal halves.

• Ask pupils if they have seen figures or real-life objects that can be divided into equal halves.

• Discuss with pupils the picture stimulus that shows a Symmetry Gallery.

• Here are some guiding questions:

(a) What do you notice about the pictures seen hanging in the gallery?

(b) What do you think the word ‘symmetry’ means?

(c) Atif has made a symmetric figure.

What is a symmetric figure?

(d) Is Janice’s cut-out of a crab symmetric?

What do you think?

303
 Textbook pages 263-266, Workbook 4 page 169

Key SIO Materials

• Identify if a figure or letter is symmetric • Figures that are symmetric such as heart
shape, rectangle
• Letters that are symmetric and asymmetric
• Shapes cut-outs

Symmetric Figures and Lines of Symmetry

Instruct See and Learn
1 (a) Bring some symmetric figures (e.g. heart shape) to class. Fold the heart shape into halves.

Say: This heart shape can be folded exactly into halves.

A shape that can be folded exactly into halves is called a symmetric figure.

Write: Symmetric Figure

Have pupils read aloud the words.

Point to the fold line.

Say: This fold line is called the line of symmetry.
Write: Line of symmetry
Have pupils read aloud the words.

Ask: Is there any other way to fold this heart shape into halves?
Try to fold it in different ways for pupils to see.
Say: There is only 1 way to fold this heart shape into halves.
This heart shape has only 1 line of symmetry.

(b) Instruct in a similar manner as in (a) using the cut-out of a rectangle.

Say: For the rectangle, there are 2 ways to fold it into halves that fit exactly.
It has 2 lines of symmetry.

Note: Fold the rectangle diagonally into halves to show that each half is not a mirror image of the other
as they do not match exactly.

Refer pupils to page 263 and go through 1 for reinforcement.

2 Refer pupils to page 264.

Ask pupils if the given figures are symmetrical.
Ask pupils to visualise if the figures can be folded
into halves.
Pupils may test by drawing ‘lines of symmetry’.

304
 3 Show pupils some cut-outs of letters.
Ask: Is this letter symmetric? Why?
Where can we fold to show the line of symmetry?
Demonstrate to pupils to affirm their responses.

Ask: Are there other ways to fold this letter into halves?
Demonstrate to pupils to affirm their responses.
Ask: How many lines of symmetry does this letter have?

Refer pupils to page 264 and go through 2 and 3 for reinforcement.

Engage Hands-On Activity

Have pupils work in groups.
Provide pupils with the figures and have them fold the figures into halves to determine
(a) which of the figures are symmetric,
(b) the number of lines of symmetry of the symmetric figures.
Have them record in the table if the figures can be folded into halves that fit exactly.

AfL Is it observed that

• pupils are able to identify symmetric figures by folding them into halves to check if they fit
exactly?
• pupils are able to find the number of ways some figures can be folded into exact halves?

Master Do and Learn

Ask pupils to complete the exercises on page 266.
Refer pupils to Workbook 4, page 169 and complete the exercises.

305
 Textbook pages 267-269, Workbook 4 pages 170-171

Key SIO Materials

• Identify lines of symmetry • Photographs of real-life objects
• Create symmetric figures • Figures
• Coloured origami square papers

Identifying Lines of Symmetry

Instruct See and Learn
1 to 3 :
Provide pupils with printout of figures (square, rectangle, parallelogram, rhombus, leaf and blue figure).
Have them cut out each figure and identify the number of lines of symmetry each figure has.

Ask: Which figure is not symmetric?

For the figures that are symmetric, where are the lines of symmetry?
Draw the lines of symmetry.

Refer pupils to page 267. Go through 1 to 3 for reinforcement.

Engage Hands-On Activity

Have pupils work in pairs.
Refer pupils to page 268 and go through the instructions with them.

1 Have pupils fold the square paper into halves and then draw half of an object.
Have them cut out the image and unfold the paper to get a symmetric figure.

2 Have pupils fold the square paper into quarters.

Have them draw a figure that starts and ends on the folds before cutting it.

AfL Is it observed that

• pupils are able to fold and draw a partial image on half/one quarter of the paper?
• pupils are able to create a symmetric figure?

Master Do and Learn

Ask pupils to complete the exercises on page 269.
Refer pupils to Workbook 4, pages 170-171 and complete the exercises.

306
 Textbook pages 270-273, Workbook 4 pages 172-174

Key SIO Materials

• Complete a symmetric figure/pattern on a • Square grid paper
square grid given half of the symmetric • Figures template
figure/pattern • Pattern blocks or shapes
• Use shapes to complete symmetric figures • A4 size paper

Completing Symmetric Figures or Patterns or Square Grids

Instruct See and Learn
1 Refer to the figure in (a) and teach pupils to draw the other half to complete the symmetric figure.
(a) Mark each point with a letter.

A
B

C
D

line of
symmetry

Say: Count the number of units from the line of symmetry to each point.
From the line of symmetry:
There are 2 units to A. Mark 2 units on the other half.
There is 1 unit to B. Mark 1 unit on the other half. There is 1 unit to C. Mark 1 unit on the other half.
There are 2 units to D. Mark 2 units on the other half.

Draw the other half to complete the symmetric figure.

Instruct (b) and (c) in a similar manner as in (a).

Refer pupils to page 270 and go through (a) to (c) for reinforcement.

2 Refer to the half completed figures in 2 (a) and (b).

Teach pupils to shade to complete the other half.
(a) Label each shaded square with a letter.

A X
B X
C X
D X
E X
F X

307
 Say: Let us mark the squares for the other half of the symmetric figure.
From the line of symmetry:
A is the 2nd square. Mark an X on the 2nd square of the other half.
B is the 1st square. Mark an X on the 1st square of the other half.
C is the 2nd square. Mark an X on the 2nd square of the other half.
D is the 3rd square. Mark an X on the 3rd square of the other half.
E is the 2nd square. Mark an X on the 2nd square of the other half.
F is the 1st square. Mark an X on the 1st square of the other half.
(b) Instruct in a similar manner as in (a).

Refer pupils to page 271. Go through 2 (a) and (b) for reinforcement.
Note: If your school has symmetric mirrors (MIRA), use those to help pupils with the visualisation. The above
method can be applied as well.

AfL Is it observed that

• pupils are able to draw the other half of a figure to make it symmetric?
• pupils are able to identify the lines of symmetry?

Engage Play and Learn

Have pupils play in pairs.
Refer them to page 271 and go through the instructions with them.

Have pupils draw a vertical line in the middle of a piece of paper.

Pupil A will use the shapes to create one half of the figure placed against the line of symmetry.
Pupil B will complete the figure to make it symmetric.

AfL Is it observed that

• pupils are able to make half a symmetric figure placed against the line of symmetry?
• pupils are able to complete the other half of a figure to make it symmetric?

Master Do and Learn

Have pupils complete the exercises from 1 to 3 .
Refer pupils to Workbook 4, pages 172-174 and complete the exercises.

308
 Textbook page 274

Key SIOs
• Complete a symmetric figure by shading a
required number of squares
• Find how many lines of symmetry there are in
circles and ovals

Instruct Let’s Think Along

1 Refer pupils to 1 .
Have them visualise how the symmetric pattern would look like. Then draw the line of symmetry and
shade two more squares for each pattern to make it symmetric.

2 Refer pupils to 2 .
Have them discuss if an oval and a circle have lines of symmetry and if so, how many lines of symmetry
does each shape have?

Invite pupils to share their responses with the class.

Note: The oval has 2 lines of symmetry and the circle has an infinite number of lines of symmetry.

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310
Answers
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312
313
314
315
316
317
318
319
 Scheme of Work Chapter 10 Area And Perimeter

320
Sub Topic /
(Suggested Key SIOs TB WB
Learning Experience (LE) Additional Resources
Number of (Pupils should be able to…) pages pages
Periods)
Area And 275 Get Ready:
Perimeter Let’s Talk About

Let’s Recall • Find the perimeter of a square or a 276 185-187

Area and rectangle
Perimeter • Find the area of a square or a
(2 periods) rectangle
• Find the area and perimeter of
figures drawn on square grid

Finding • Find the unknown side of a 277-283 188-189 Engage: Worksheets

Unknown rectangle given its perimeter and Let’s Have Fun!
Sides of one of the sides Show and Say
Rectangles • Find the unknown side of a square
and Squares given its perimeter
(9 periods) • Find the unknown side of a
rectangle given its area and one of
the sides
• Find the unknown side of a square
given its area

Word • Solve up to 2-step word problems 284-286 190-192 Worksheets

Problems involving area or/and perimeter of
(4 periods) a square or rectangle

Composite • Identify the shapes that make up a 287-295 193-202 Engage: Worksheets;
Figures composite figure Hands-On Activity
(12 periods) • Find the perimeter of a composite sticks of spaghetti
figure made up of squares or/and
rectangles
• Find the area of a composite
figure made up of squares or/and
rectangles
 Sub Topic /
(Suggested Key SIOs TB WB
Learning Experience (LE) Additional Resources
Number of (Pupils should be able to…) pages pages
Periods)
Word • Solve word problems involving area 296-300 203-210 Worksheets
Problems or/and perimeter of composite
(6 periods) figures made up of squares or/and
rectangles

Let’s Think • Solve a non-routine problem 301

Along involving area or/and perimeter of
(2 periods) overlapping squares

321
 10 Area And Perimeter

Overview
• Pupils will learn how to find the unknown sides of squares and rectangles given their
perimeters or areas.
• Pupils will learn to find the perimeters and areas of composite figures made up of squares
and rectangles.

Key SIOs
• Find the unknown side of a rectangle given its perimeter and one of the sides
• Find the unknown side of a square given its perimeter
• Find the unknown side of a rectangle given its area and one of the other sides
• Find the unknown side of a square given its area
• Solve up to 2-step word problems involving area or/and perimeter of a square or rectangle
• Identify the shapes that make up a composite figure
• Find the perimeter of a composite figure made up of squares or/and rectangles
• Find the area of a composite figure made up of squares or/and rectangles
• Solve word problems involving area or/and perimeter of composite figures made up of
squares and/or rectangles
• Solve a non-routine problem involving area or/and perimeter of overlapping squares

Key Concepts
• Perimeter is the distance around a closed figure
• Area is the amount of surface space taken up by a closed figure

Thinking Skills
• Spatial visualisation
• Comparing
• Analysing

Math Vocabulary
• Area
• Perimeter
• Composite figures
• Related rectangle

322
 Textbook page 275

Aim
• Discuss a familiar context

Instructional Guide
Get Ready Let’s Talk About…
Ask pupils to study the picture.
Discuss an overview of it.

• Draw on pupils’ experiences with respect to visualising how large the floor space/area of their flat is.

• Ask pupils if their parents have brought them to see model flats before and have them discuss their
experience.

• Ask pupils if they have seen floor plans before. The teacher may show samples of floor plans to pupils and
discuss how they are the same or different. E.g. number of rooms and toilets, the size, etc.

• Discuss with pupils the picture stimulus that shows a floor plan.

• Here are some guiding questions:

(a) What does Saira’s design of a floor plan show? What are the various rooms?

(b) Which is the biggest room?

(c) What are the dimensions and area of each room?

(d) What is the perimeter of this flat?

323
 Textbook page 276, Workbook 4 pages 185-187

Key SIOs Materials

• Find the area of a square or a rectangle • Square grid
• Find the area and perimeter of figures drawn on
square grid

Instruct Let’s Recall

Area and Perimeter
1 (a) and (b):
Draw a printout of a square and a rectangle on the whiteboard.
Help pupils recall the meaning of perimeter and area.
Ask: What is the perimeter of this square?
Trace the outline of the square.
Say: The perimeter of the square is the distance around it.
Go through in the same way for the rectangle.

Write the dimensions for the sides of the square and rectangle.
Say: Given the dimensions, find the perimeters of the square and the rectangle.
Write the working and have pupils add up the sides to find the perimeter of each shape.

Ask: What is the area of this square?

Colour the space inside the square.
Say: The area of the square is the amount of surface space taken up by the square.
Go through in the same way for the rectangle.

Say: Given the dimensions, find the area of the square and the rectangle.
We can find the area of the square based on the formula ‘length of side x length of side’.
Write the working and have pupils find the area of the square.

Similarly, lead pupils to find the area of the rectangle.

2 Show a piece of square grid paper to the class.
Say: This is a piece of 1-cm square grid paper.
Shade four squares to make a simple figure.

Ask: How would you find the perimeter and area of the figure?
Say: Since 1 square has an area of 1 cm2, the area of the figure is 4 cm2.
Count the number of shaded squares to verify.

Say: The perimeter of this figure is 10 cm.

Add the lengths of all the sides of the figure to verify.

Refer pupils to page 276 and go through 1 and 2 for reinforcement.

Refer pupils to Workbook 4, pages 185-187 and complete the exercises.

324
 Textbook pages 277-183, Workbook 4 pages 188-189

Key SIO
• Find the unknown side of a rectangle given its
perimeter and one of the sides
• Find the unknown side of a square given its
perimeter

Finding Unknown sides of Rectangle and Squares

Instruct See and Learn
Using perimeter
1 Teach pupils to find the breadth of the rectangle based on the method presented on page 277, 1 .

Drawing a model may help pupils see how the method works.

Perimeter = 30 cm

length length breadth breadth

8 cm + 8 cm = 16 cm ?

2 Teach pupils to find the length of the rectangle based on the method presented on page 277, 2 .

Drawing a model may help pupils see how the method works.

Perimeter = 18 m

length breadth length breadth

18 m ÷ 2 = 9 m ? 4

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 3 Refer to the printed square on page 278.

Say: The perimeter of the square is 32 cm.

Ask: What do you know about the sides of a square?

Say: Since all the sides of a square are equal, the total length of the 4 sides is 32 cm.
Ask: How can we find the length of one side?

Affirm pupils’ response and show them how to find the length of the square.

4 Instruct in a similar manner as in 3 .

Refer pupils to page 278 and go through 3 and 4 for reinforcement.

Engage Show and Say

Have pupils work in groups.
Refer them to page 278.

Have them discuss and communicate the difference in the way they find the unknown sides of a rectangle and
a square.
Invite pupils to share their reasoning with the class.

AfL Is it observed that

• pupils are able to articulate the difference in the methods used to find the unknown sides of a
rectangle and a square?

Master Do and Learn

Ask pupils to complete 1 and 2 .

326
 Key SIOs
• Find the unknown side of a rectangle given its
area and one of the sides
• Find the unknown side of a square given its area

Instruct See and Learn

Using area
1 Refer to the rectangle of area 15 cm2 and breadth 3 cm.
Say aloud the dimensions to the pupils.
Teach pupils to find the length of the rectangle using formula.

Write: Area of rectangle = Length x Breadth

Say: Since area of a rectangle equals length times breadth, the length of a rectangle equals area divided
by breadth.
Write: Length of rectangle = Area ÷ Breadth
Have pupils read it aloud.
Put the figures in and work out the answer.

2 Instruct in a similar manner as in 1 to find the breadth of a rectangle.

3 Refer to the square of area 81 cm2.

Say aloud the area to the pupils.
Teach pupils to find the length of the square using formula.

Write: Area of square = Length × Length

Say: Since area of a square equals length times length, the length of a square equals area divided by
length.
Write: Length of square = Area ÷ Length
Have pupils read it aloud.
Put the figures in and work out the answer.

Note: For 1 , use the idea of multiplication and division to help pupils make sense of the formula if pupils find
it difficult to understand.
E.g. Write: 6 cm2 = 3 cm x 2 cm
If ‘6’ cm2 is the area, ‘3’ cm is the length and ‘2’ cm is the breadth. How do we get ‘3’ cm?
Lead pupils to see that 6 ÷ 2 = 3.
So, area ÷ breadth = length.
This idea is applicable for 2 and 3 as well.

Master Do and Learn

Have pupils complete the exercises from 1 to 8 .
Refer pupils to Workbook 4, pages 188-189 and complete the exercises.

327
Textbook pages 284–286, Workbook 4 pages 190-192

Key SIO
• Solve up to 2-step word problems involving area
or/and perimeter of a square or rectangle

Word Problems
Instruct See and Learn
1 Go through the word problem context with pupils.
Ask questions related to the word problem to check for pupils’ understanding.
Ask pupils what they are supposed to find.

Write and explain how to find the breadth based on the two methods taught.

If pupils find it difficult to understand and solve the word problem, draw the model to show the
dimensions that make up the perimeter and use it to find the unknown part (as taught on page 277).

2 and 3 :
Instruct in a similar manner as in 1 .

Refer pupils to page 284 and go through 1 to 3 for reinforcement.

4 to 6 :
Instruct in a similar manner as in 1 .
Teach pupils how to find the length of the unknown side of a rectangle or square based on the formula for
finding the area of a rectangle or square.

Master Do and Learn

Ask pupils to solve the word problems 1 to 7 .
Refer pupils to Workbook 4, pages 190-192 and complete the exercises.

328
 Textbook pages 287–295, Workbook 4 pages 193-202

Key SIOs Materials

• Identify the shapes that make up a composite • Figure templates
figure • 8 sticks of spaghetti
• Find the perimeter or area of a composite figure • A4 size paper
made up of squares or/and rectangles

Composite Figures
Instruct See and Learn
Draw the composite figures A, B and C on square grids and bring to class.

Ask: Figures A, B and C are made up of different figures.

What are the shapes of the figures that make up A, B and C?

Affirm pupils’ responses by drawing lines to partition the figures into squares or rectangles.
Ask: How many rectangles or squares make up Figures A, B and C?

Note: There are other ways to partition the figures.

Show them as well.

Refer pupils to page 287 and go through the content for reinforcement.

Perimeter of composite figures

1 Refer to the composite figure.
Say: This is an L-shaped figure.
Ask: What are the shapes that make up this composite figure?
Affirm pupils’ responses by drawing lines to partition the figures into a square and a rectangle.

Ask: How do we find the unknown sides?

This is to elicit pupils’ understanding of the properties of squares and rectangles (opposite sides of
rectangles and squares are equal).

Use the part-whole concept to help pupils visualise how to find the lengths of the unknown sides if they
have difficulty understanding the computation.

9 cm

? cm
12 cm 12 cm

3 cm 3 cm 3 cm

Write the dimensions for all the sides.

Say: To find the perimeter of the composite figure, we add up the lengths of all the sides.
Show the working to find the perimeter.

329
 2 and 3 :
Instruct in a similar manner as in 1 .

Refer pupils to page 288 and go through 1 to 3 for reinforcement.

Engage Hands-On Activity

(a) Draw a rectangle 9 cm by 6 cm on a piece of paper.
Then place spaghetti sticks measuring 9 cm by 6 cm on the rectangle.

Ask: What is the shape formed?

Say: Let’s cut two sticks of spaghetti to form an L-shaped figure.
Move the sticks to form a rectangle again.
Demonstrate how this is done as shown on page 289.

Ask: What do you notice about the perimeter of the L-shaped figure and the rectangle?
You may once again form the L-shaped figure and the rectangle by moving the sticks.

Say: The perimeter of the L-shaped figure is the same as the perimeter of the rectangle.
To find the perimeter of the L-shaped figure, we can find the perimeter of its related rectangle.

6 cm Related rectangle

9 cm 9 cm

Write: Perimeter of L-shaped figure = 9 + 6 + 9 + 6

= 30 cm

(b) Refer pupils to page 289.

Have them try to make step-shaped figures on their own.
Ask them to answer the questions posed in (b).

AfL Is it observed that

• pupils are able to deduce that the perimeter of a step-shaped figure is the same as the
perimeter of its related rectangle?

330
Extension:
Ask pupils to make a U-shaped figure (page 290, 3 ) with the sticks of spaghetti and find out if the perimeter of
the U-shaped figure is the same as its related rectangle. Ask them why it is not the same after they have given
their response.

Ask: What are some of the shapes of composite figures that have perimeters which are equal to their related
rectangles?
(T-shape, L-shape, step-shape, cross-shape, etc.)

Ask: What are some of the shapes of composite figures that have perimeters
which are not equal to their related rectangles?
(U-shape, C-shape, F-shape, etc. Those shapes with a ‘valley’.)

Master Do and Learn

Have pupils complete the exercises from 1 to 3 .
Refer pupils to Workbook 4, pages 193-195 and complete the exercises.

Instruct See and Learn

Area of composite figures
1 Refer to the composite figure.
Show pupils 3 ways to find the area of the composite figure.

Method 1: Divide the composite figure into a square and a rectangle. Label the areas as A and B.
Find the area of the figure by adding up the areas of A and B.

Show pupils how to write the steps (see page 291) to find the area of the figure.

Method 2: Partition the figure in another way.

Show pupils how to write the steps to find the area of the figure.

Refer to the composite figures on page 292.

Method 3: Draw the related rectangle.
Find the areas of the related rectangle and the smaller rectangle that is to be removed.
Find the area of the figure by subtracting the area of the small rectangle from the area of the big
rectangle.

331
 Show pupils how to write the steps (see page 292) to find the area of the figure.

Note: For Method 3 (removal method), you can demonstrate it by cutting a small rectangle from a
rectangular piece of paper.

2 Instruct in a similar manner as in 1 .

Show Method 1 or 2 by dividing the composite figure into rectangles and labelling the areas as A, B and C.
Show pupils how to write the steps (see page 292) and find the area of the figure by adding up the areas
of A, B and C.

Note: Ask pupils if Method 3 can be used for finding the area of the composite figure in 2 .
Elicit responses to find out which is a more efficient method.

3 Refer pupils to page 293.

Guide pupils through using the ‘removal’ method to find the area of the figure.

Note: Ask pupils if Method 1 or 2 can be used for finding the area of the composite figure in 3 .
Elicit responses to find out which is a more efficient method.

4 Refer pupils to page 294.

Ask pupils to identify the 2 rectangles.

Say: To find the area of the shaded rectangle, we need to know the length and breadth of the shaded
rectangle.

For pupils who have difficulty visualising and understanding why 3 cm is subtracted twice, make a bar model
showing the part-whole concept by covering part of the diagram with a piece of paper and then drawing 3
partitions within the bar.
24 cm
24 cm 3 cm
3 cm 3 cm ? 3 cm
3 cm

3 cm

20 cm

3 cm

The same ‘bar model’ approach may be used to find the breadth of the shaded rectangle.

332
 5 Ask pupils to identify the 2 rectangles.
Say: To find the area of the shaded part, we can use the ‘removal’ method.
We need to know the length and breadth of the unshaded rectangle.

Similarly, for pupils who have difficulty visualising and understanding why 2 m is subtracted twice, make
a bar model showing the part-whole concept by covering part of the diagram with a piece of paper and
then drawing 3 partitions within the bar as in 4 .

Refer pupils to page 294 and go through the steps in 4 and 5 for reinforcement.

Master Do and Learn

Have pupils complete the exercises from 1 to 2 .
Refer pupils to Workbook 4, pages 196-202 and complete the exercises.

333
Textbook pages 296–300, Workbook 4 pages 203-210

Key SIO Materials

• Solve word problems involving area or/and • Square grid paper
perimeter of composite figures made up of
squares or/and rectangles

Word Problems
Instruct See and Learn
1 Go through the word problem context with pupils.
Ask questions related to the word problem to check for pupils’ understanding.

Ask pupils what they are supposed to find and the methods they can use to find the area of the shaded
part.

Write the steps and explain how to find the area of the shaded part using the ‘removal’ method (refer to
page 296).

2 and 3 Instruct in a similar manner as in 1 .

Refer pupils to pages 296-297 and go through 1 to 3 for reinforcement.

4 Go through the word problem context with pupils.

Show pupils the square grid paper to aid their understanding of the context.
Ask questions related to the word problem to check for pupils’ understanding.

Ask pupils what they are supposed to find and elicit their responses on how to work out the answers.

Write and explain the steps in getting the answers.

Refer pupils to page 297 and go through 4 for reinforcement.

334
Master Do and Learn
Ask pupils to solve the word problems from 1 to 8 .

For 3 , lead pupils to use the idea of related rectangles to find the perimeter of the figure.

For 4 (c), lead pupils to use the idea of related rectangles to find the perimeter of the figure.

For 5 , encourage pupils to think of the part-whole model to find the length and breadth of the smaller
rectangle.
Refer pupils to Workbook 4, pages 203-210 and complete the exercises.

335
 Textbook page 301

Key SIO Materials

• Solve a non-routine problem involving area • 2 origami square papers
or/and perimeter of overlapping squares

Instruct Let’s Think Along

Go through the word problem context with pupils.
Ask questions related to the word problem to check for pupils’ understanding.

Ask pupils what they are supposed to find and the methods they can use to find the perimeter and area of the
new figure.

Note: If pupils find it difficult to visualise how the new figure is formed, use 2 square origami papers
and fold them into quarters. Then show the overlapping quarters to get the new figure.

To find the perimeter of the new figure, lead pupils to see that its perimeter is the same as its related
rectangle or square.

To find the area of the new figure, have pupils use the ‘removal’ method.

Answers:

Length of Square ABCD = 15 cm

Perimeter of the figure = 4 × 15
= 60 cm

Find the area of the figure by subtracting

the area of the 2 small squares from the
area of the big square.

Area of Square ABCD = 15 × 15

= 225 cm2
Area of 2 small squares = 2×5×5
= 50 cm2
Area of the figure = 225 – 50
= 175 cm2

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 Answers

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 Scheme of Work Chapter 11 Area Of Triangles

356
Sub Topic /
(Suggested Key SIOs TB WB
Learning Experience (LE) Additional Resources
Number of (Pupils should be able to…) pages pages
Periods)
Area of 302 Get Ready:
Triangles Let’s Talk About

Let’s Recall • Relate the formula for the area of a 303 211-212
Squares and rectangle and of a square
rectangles
(1 period)

Base and • Identify the base and height of a 304-307 213-214 Worksheets
Height of a triangle
Triangle
(5 periods)

Finding Area • Find the area of a triangle 308-313 215-217 Engage: Worksheets
of a Triangle • Relate how the height and base of IT Activity
(8 periods) a triangle affects the area of the Engage:
triangle Let’s Have Fun!
• Find triangles of different Show and Say
dimensions given a fixed area for
the triangle

Areas • Find the areas of composite figures 314-318 218-226 Engage: Worksheets
Involving involving squares, rectangles and Let’s Have Fun!
Squares, triangles Show and Say
Rectangles
and
Triangles
(8 periods)

Let’s Think • Find and unknown angle using 319

Along angle property
(1 period)
11 Area Of Triangles

Overview
• Pupils will learn to associate the base and height of a triangle with finding the area of triangles.
• Pupils will learn to find the areas of triangles and composite figures.

Key SIOs
• Identify the base and height of a triangle
• Find the area of a triangle
• Relate how the height and base of the triangle affects the area of the triangle
• Find triangles of different dimensions given a fixed area for the triangle
• Relate how the height and base of a triangle affects the area of the triangle
• Find the areas of composite figures involving squares, rectangles and triangles

Key Concept
• Area of a triangle is half the area of a rectangle

Thinking Skills
• Analysing parts and whole
• Spatial visualisation
• Induction

Math Vocabulary
• Base, height, perpendicular distance, triangle, related rectangle
• Area, composite figures

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 Textbook page 302

Aim
• Discuss a familiar context (children flying
kites in a park)

Instructional Guide
Get Ready Let’s Talk About…
Ask pupils to study the picture.
Discuss an overview of it.

• Discuss what the children are doing before drawing pupils’ attention to the shape of the kite.

• Ask pupils about the shape that forms the kite.

• Refer pupils to the speech bubbles of Atif and Peter. Discuss the idea of ‘area’.

• Have pupils find other triangles around the park.

• Refer pupils to the tent.

Have them tell which part of the tent is its height.

• Here are some guiding questions:

(a) Have you ever flown (or seen someone fly) a kite?
What shape do you see in a kite?

(b) What is ‘area’?

(c) Whose kite has a bigger area?

How can you tell?

(d) Where else in the picture can you see triangles?

(e) How high is the yellow tent?

Which part of the tent tells you how high the tent is?

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 Textbook page 303, Workbook 4 pages 211-212

Key SIO Materials

• Relate the formula for the area of a rectangle and • A rectangle and a square
of a square

Instruct Let’s Recall

1 Refer to the labelled rectangle on page 303.

Ask: What is the shape of this figure?

What is AB or DC known as?
What is AD or BC known as?

Write: AB ⊥ BC
Say: AB is perpendicular to BC.

Ask pupils to name and write other pairs of perpendicular lines.

Ask: How may we find the area of the rectangle?

Affirm pupils’ response.

Write: Area of rectangle = Length × Breadth

2 Instruct in a similar manner as in 1 .

Refer pupils to page 303 and go through 1 and 2 for reinforcement.

Note: As an extension, refer pupils to Robi’s speech bubble.

Have pupils note that triangles are obtained when diagonals are drawn in a rectangle or square.

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 Textbook pages 304-307, Workbook 4 pages 213-214

Key SIO Materials

• Identify the base and height of a triangle • Square grid paper
• 3 identical triangle cut-outs

Base and Height of a Triangle

Instruct See and Learn
1 (a) Place a square grid paper on the table.
Draw a right-angled triangle and label the triangle (as in 1 (a).

Say: We can identify the height and base of a triangle.

The height of a triangle is always perpendicular to the base of the triangle.

Say: Let BC be the base of this triangle.

Then AC is the height of the triangle because it is perpendicular to the base BC.

Note: Use a highlighter to hightlight the height and base of the triangle.
Label the ‘base’ and ‘height’ of the triangle and draw a small box at C to show that the
height is perpendicular to the base.

Write: AC ⊥ BC

(b) and (c): Instruct in a similar manner as in 1 (a).

For (c), help pupils to note that the base is YX and not YZ or XZ.
The height is perpendicular to the base and may be represented as follows:

height

Y base X Z

Refer pupils to page 304 and go through 1 (a)-(c) for reinforcement.

Remind pupils that ‘the height of a triangle is always perpendicular to its base’.

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 2 (a) Show one of the triangle cut-outs to the class.
Label the triangle.

Identify one set of the base and height of the triangle like in 1 .
Use highlighters to indicate the base and the height.

Write ‘base’ and ‘height’ and draw a small box to show that the height is perpendicular to the base.
Write: FH ⊥ EG

(b) Place another triangle beside the first triangle.

Have pupils recognise that the two triangles are identical.

Identify another set of the base and height of the triangle.

Use highlighters to show the base and height.

(c) Instruct in a similar manner as in 2 (b).

Say: The base of a triangle may be any of its 3 sides. The height will be perpendicular to the base.

Refer pupils to page 305 and go through 2 (a)-(c) for reinforcement.

Note: Pupils are to note that the height of an acute-angled triangle is the perpendicular distance from its
base to the opposite vertex.
Remind them that the height may lie outside the base as shown on page 304 if a triangle is not an
acute-angled triangle.

Master Do and Learn

Have pupils complete the exercises 1 and 2 .
Go through the answers with them.
Refer pupils to Workbook 4, pages 213-214 and complete the exercises.

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 Textbook pages 308-313, Workbook 4 pages 215-217

Key SIO Materials

• Find the area of a triangle • Square grid paper with printed shaded and
non-shaded triangles

Finding Area of a Triangle

Instruct See and Learn
1 Refer pupils to page 308.
Explain to pupils that for each of the triangles shown, there is a related rectangle (use a pen to trace
along the related rectangle starting from the base of the triangle).
Say: Draw the perpendicular heights of the triangle from each point of the base upwards to help you
identify the related rectangle of the triangle.
Say: The base and height of the triangle are also the length and breadth of the related rectangle.
Show an example of a rectangle that is not the related rectangle of a triangle using triangle C.
Ask: Why is this rectangle not a related rectangle of triangle C?
Affirm pupils’ responses.

Not the related

rectangle
height
C

base

2 You may engage pupils in a Hands-On Activity here before direct instruction.
Note: If this example is used as a Hands-On Activity, then provide square grid papers and triangle cut-outs for
pupils to attempt the activity. Otherwise, refer pupils to the diagram on page 309 to help them visualise
that the area of a triangle is half of the area of its related rectangle.
(a) Refer to the diagram in (a).
Say: Since this rectangle is divided equally into 2 right-angled triangles, the area of each triangle
is half the area of the rectangle.

Write and explain the working shown on page 308.

A 1 cm B
1 cm

D C
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 2 (b) Refer pupils to page 309.

Say: We can also cut the triangle and rearrange the parts to show that the area of the triangle is half
that of the related rectangle.

Ask: What do you observe?

Can you name the area in Figure 2 that shows the area of a triangle is half that of its related
rectangle?
A 1 cm E B A E B
1 cm

D C D C
F F
Figure 1 Figure 2
Write and explain the working on page 309 to show pupils the relationship between the areas.
That is, the area of a triangle is 1 of the area of its related rectangle.
2

3 Insruct in a similar manner as in 2 (a) and 2 (b).

Ask: In the examples shown, what can you tell about the relationship between the area of a triangle and
the area of its related rectangle?

Note: For 3 , the related rectangle takes the shape of a square.

4 Refer pupils to page 310.

Instruct in a similar manner as in 3 .

Note: Remind pupils that the base of triangle EGK is KG and not HG.

Engage IT Activity
Pupils can use a suitable computer programme to show that the area of a triangle is half of the area of its
related rectangle.

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 Key SIOs
• Relate how the height and base of the triangle
affects the area of the triangle
• Find triangles of different dimensions given a
fixed area for the triangle

5 Take pupils through finding the area of each triangle based on the formula they have discovered earlier.

Refer pupils to page 311 and go through (a) to (d) for reinforcement.

Engage IT Activity
Pupils can use a suitable programme to investigate the following:
(a) Do triangles with the same base and height have the same area?
(b) What happens to the area of a triangle when its height is increased?

Note:
(a) This activity shows that for any triangle, as long as the perpendicular height and base remain the same,
the area of each triangle is the same.

(b) This activity shows that as the height changes even though the base remains the same, the area of each
triangle will be different.

Engage Show and Say

Have pupils work in groups.
Refer them to page 312.

Ask them to discuss and find 3 triangles of different dimensions given that the area of each triangle is 20 cm2.
Encourage them to draw the triangles showing the dimensions.

Invite selected pupils to share with the class the triangles they have drawn and the strategy used to find the
height and base of each triangle.

AfL Is it observed that

• pupils are able to determine appropriate dimensions of height and base for the triangle given its
area?
• pupils are able to determine a strategy to find the height and the base of the triangle?

Master Do and Learn

Have pupils complete the exercises from (a) to (h).
Go through the answers with them.
Refer pupils to Workbook 4, pages 215-217 and complete the exercises.

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 Textbook pages 314-318, Workbook 4 pages 218-226

Key SIO
• Find the areas of composite figures involving
squares, rectangles and triangles

Areas Involving Squares, Rectangles and Triangles

Instruct See and Learn
1 Refer to the figure on page 314.
Show the shapes that make up the composite figure.

Ask: What are the shapes that make up this figure?

Affirm pupils’ responses and divide the figure into a square and a triangle.

Ask: Do we know the length of the side of the square?

Do we know the height and base of the triangle?
How do we work out the length of RU?

Affirm pupils’ responses.

Solve by showing the working systematically using 2 different methods (see page 314).

Invite pupils to answer questions related to getting the answers for the various steps.

2 Instruct in a similar manner as in 1 .

Refer pupils to page 314 and go through 1 and 2 for reinforcement.

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 3 and 4 :
Instruct in a similar manner as in 1 .

Note: You may highlight alternative ways to solve for 3 to 5 as well.

Alternative Method:
3 J 16 cm K

18 cm

M N 7 cm L

Area of shaded part = Area of triangle MKL – Area of triangle NKL

4
A 3 cm

B C D 5 cm

E 3 cm

15 cm

You may show pupils that the composite figure can be divided into 5 parts.

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 5 Instruct in a similar manner as in 1 .
You may show pupils that the composite figure can be divided into 2 parts.

4m

6m

5m 6m

Refer pupils to pages 315 and 316 and go through 3 to 5 for reinforcement.

Engage Show and Say

Have pupils work in groups.
Refer them to page 316.

Ask them to discuss and identify shapes that make up the composite figures.
Then ask them to find the areas of the composite figures.
Invite selected pupils to share their solutions with the class.

AfL Is it observed that

• pupils are able to identify the various shapes that make up the composite figures?
• pupils are able to determine ways to find the areas of the composite figures based on how they
have been divided?

Master Do and Learn

Have pupils complete the exercises from 1 to 3 .
Go through the answers with them.
Refer pupils to Workbook 4, pages 218-226 and complete the exercises.

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 Textbook page 319

Key SIO
• Find unknown angles based on the property
that angles on a straight line is 180°

Instruct Let’s Think Along

Refer to the figure as shown on page 319.
Encourage pupils to attempt to find the unknown ∠w.

If pupils face difficulties, scaffold by showing the figures below.

134°
132°

Ask: With the given angle in each figure, are you able to find an unknown angle using a property of angle that
you have learnt before?

Once pupils can find the supplementary angle, they should be able to find the unknown angle.

Answers:

O O
M N M 46° N
134° w 132°

Q P Q P

∠PON = 180° − 134° ∠w = 132° − 46°

= 46° = 86°

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 Scheme of Work Chapter 12 Tables And Line Graphs

380
Sub Topic /
(Suggested Key SIOs TB WB
Learning Experience (LE) Additional Resources
Number of (Pupils should be able to…) pages pages
Periods)
Tables And 320 Get Ready:
Line Graphs Let’s Talk About

Let’s Recall • Read and interpret bar graphs 321 227-228

Bar Graphs
(1 period)

Presenting • Present data in tables 322-323 229 Worksheets

Data in
Tables
(2 periods)

Reading and • Read and interpret data from tables 324-329 230-233 Worksheets
Interpreting • Discuss the suitability of presenting
Data from data in a table and a bar graph
Tables • Discuss how data are collected and
(8 periods) displayed in bar graphs

Line Graphs • Read and interpret data from line 330-340 234-239 Engage: Worksheets
(7 periods) graphs IT Activity
• Read and interpret data from tables Engage:
• Discuss the suitability of presenting Let’s Have Fun!
data in a table and a bar graph Show and Say
• Construct line graphs and bar Engage:
graphs using ICT Maths in Real Life

Let’s Think • Recognise and explain why a bar 341

Along graph is misleading
(1 period)
12 Tables And Line Graphs

Overview
• Pupils will learn to present and interpret data in tables.
• Pupils will also read and interpret information from line graphs.

Key SIOs
• Present data in tables
• Read and interpret data from tables
• Discuss the suitability of presenting data in a table and a bar graph
• Discuss how data are collected and displayed in bar graphs
• Read and interpret data from line graphs
• Construct line graphs and bar graphs using ICT
• Recognise and explain why a bar graph is misleading

Key Concept
• Data can be organised in tables or graphical forms to convey information

Thinking Skills
• Classifying
• Comparing
• Making inferences

Math Vocabulary
• Data
• Tally
• Table
• Row and column
• Bar graph
• Line graph
• Labels, category
• Horizontal scale, vertical scale

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 Textbook page 320

Aim
• Discuss a familiar context

Instructional Guide
Get Ready Let’s Talk About…
Ask pupils to study the picture.
Discuss an overview of it.

• Draw on pupils’ experiences with respect to writing data in tables.

• Help pupils recall that in solving problems that use Guess-and-Check, they have to present the
information in a table.

• Draw on pupils’ experiences with respect to seeing data presented in line graphs.

• Discuss with pupils the picture stimulus that shows how data are presented in a table and graphs.

• Here are some guiding questions:

(a) How is presenting data in a table helpful?

(b) How are the data in the table related to the graphs?

(c) What are the data shown in the table?

(d) Where do the data in the table come from?

(e) What does Atif draw at the top of each bar graph?

(f) What do you think both graphs are showing?

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 Textbook page 321, Workbook 4 pages 227-228

Key SIO
• Read and interpret bar graphs

Instruct Let’s Recall

Refer pupils to the bar graph on page 321.
Invite pupils to share their knowledge of bar graphs.

Ask: What does the bar graph show?

How many Primary 4 classes are there?
What does the vertical scale represent?

Go through (a) to (e) with the pupils.

Relate each statement to the graph for pupils to see what the statement means.

Refer pupils to Workbook 4, pages 227-228 and complete the exercises.

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 Textbook pages 322-323, Workbook 4 page 229

Key SIO
• Present data in tables

Presenting Data in Tables

Instruct See and Learn
1 Refer to 1 .

Say: The diagram shows the favourite nuts of pupils in Class 4A.
Each nut represents the choice of one pupil.

Ask: How can we present the data of the favourite nuts of pupils in a table?
How many types of nuts are there?
How many nuts are there for each type?
What is the number of pupils who choose a type of nut as their favourite nut?

Say: Based on these questions, we can organise the data in a table. A table has rows and columns.
We can present the data for ‘Types of nuts’ and ‘Number of pupils’ in a table.

Ask: Under ‘Types of nuts’, what data can we fill in?

Under ‘Number of pupils’, what data can we fill in?

Fill in the data based on pupils’ correct responses.

Types of nuts Number of pupils
Almond 10
Cashew nut 9
Walnut 15
Peanut 6

2 Refer pupils to page 322, 2 .

Go through the context with the pupils.
Explain that a tally mark is represented by a stroke ‘/’. One stroke equals 1 count.
Tally marks are shown as individual strokes or a cluster of 5 strokes for easy counting.
Teach pupils to count the tally marks as shown in the boxes.

Say: The tally marks in each box represent the number of pupils who read the given number of
storybooks.
We can show the data in a table. Master Do and Learn
Refer pupils to the table at the bottom of page 322. Teach them to read the Ask pupils to complete the
data in the table. (E.g. Point to ‘2’.) exercises on page 323.
Say: This number shows ‘2’ storybooks read in a certain week. Refer pupils to Workbook 4,
Next, point to ‘8’. page 229 and complete the
Say: There are 8 pupils who read exercises.
2 storybooks in a certain week.

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 Textbook pages 324-329, Workbook 4 pages 230-233

Key SIO
• Read and interpret data from tables

Reading and Interpreting Data from Tables

Instruct See and Learn
1 Refer pupils to 1 on page 324.
Go through the context with the pupils.

Ask: What information is shown in the pictures of the fruits and the tally marks?
How is the information represented in a table?

Use the table to help pupils answer the questions.

2 Refer pupils to 2 on page 325.

Go through the context with the pupils.

Ask: What information does the bar graph show?

How many Primary 4 classes are there?
What does the vertical scale represent?
How are the data represented in a table?

Use the table to help pupils answer the questions.

3 Refer pupils to 3 on page 326.

Go through the context with the pupils.
Use the table to help pupils answer the questions.

Master Do and Learn

Have pupils complete the exercises from 1 to 4 .
Refer pupils to Workbook 4, pages 230-233 and complete the exercises.

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Textbook pages 330-340, Workbook 4 pages 234-239

Key SIO
• Read and interpret data from line graphs

Line Graphs
Instruct See and Learn
1 Refer pupils to page 330 and go through the context with them.
Go through the content of the table with the pupils.
Explain that every 3 h, a sensor captures the amount of pollution particles that are in the air.

When there is a haze, the readings from the sensor known as the index will be higher.
The readings indicate if the air quality is good or bad.

Refer pupils to the bar graph.

Lead them to see that the data from the graph is the same as that given in the table.

Have pupils note that we can draw a line graph using data from a bar graph as shown on page 331.

Refer pupils to page 331.

Explain to pupils how the line graph is obtained from removing the bars.

Say: The line graph is able to show the PSI readings over time.
For example, we can get a reading for 7.00 a.m. or 12.00 noon (point to these timings and trace upwards
on the graph and leftwards to the PSI readings).

Ask: What are the readings for 7:30 p.m. and 12:30 p.m.?

Go through the information from (a) to (d) with the pupils.

2 Refer pupils to page 332.

Go through the content of the table.
Point out and explain that 1 litre of petrol is used for every 12 km travelled by the car as seen from the
data in the table and the line graph.

Help pupils to make sense of the line graph.

Ask: What does this line graph show about the amount of petrol used?

Have pupils note from the straight line graph that the related values increase proportionately.

Go through the information from (a) to (d) with the pupils.

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3 Refer pupils to page 333 and go through the context with them.

Ask pupils to describe the sales of the popcorn from Day 1 to Day 4 based on the bar graph.

Ask pupils which line graph displays the data in the bar graph correctly.

If pupils have difficulty visualising it, ask them to mark a point at the middle of the top of each bar and
then join the points to form a line graph.

Ask them to check which line graph is the same as the one they have come up with.

4 Refer pupils to page 334 and go through the context with them.
Explain the line graph with respect to the readings of the temperature over time.

Go through questions (a) to (e) with the pupils.

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 Key SIOs
• Read and interpret data from tables
• Discuss the suitability of presenting data in a
table and a bar graph
• Read and interpret data from line graphs
• Construct line graphs and bar graphs using ICT

Engage IT Activity
Have pupils work in groups.
Refer them to the tables on page 335 and go through the content with them.

Have pupils use a spreadsheet programme to draw line graphs to present the data in the given tables. Then
have them draw the corresponding bar graphs using the programme.
Have them discuss the suitability of presenting data in a bar graph and a line graph.

AfL Is it observed that

• pupils are able to key in the data appropriately in the spreadsheet?
• pupils are able to generate a bar graph from the data keyed in?

Note: Accept the responses of pupils.

Both bar and line graphs can be used to present data. However, it is better to use a line graph for (b) as
it shows changes over time. For (a), it does not make sense to use a line graph as one cannot track
changes over time.
Engage Show and Say
Have pupils discuss in groups if they would use a bar graph or a line graph to present data collected for (a)
amount of rainfall over a period of time, (b) heights of 5 pupils in the class.
Get them to explain and share their reasons with the class.

AfL Is it observed that

• pupils are able to give plausible reasons why they think a bar graph or a line graph should be
used to present the data?

Master Do and Learn

Have pupils complete the questions 1 to 4 .
Refer pupils to Workbook 4, pages 234-239 and complete the exercises.

Engage Maths in Real Life

Have pupils work in groups.
Refer them to the line graph on page 340 and go through the context with them.
Create awareness that many real-life instances use graphs to present data.

Go through questions (a) to (c) with the pupils.

Have pupils think about personal and social responsibility in taking care of the environment.

388
 Textbook page 341

Key SIO
• Recognise and explain why a bar graph is
misleading

Instruct Let’s Think Along

Refer pupils to the bar graphs on page 341 and go through the context with them.
Have pupils read the speech bubbles of Atif and Saira.

Ask: Do you agree with what Atif or Saira says? Why?

Which graph is misleading? Why?

Note:
• In Graph A, the height of the yellow bar is 3 times the height of the green bar.
However, from the readings, 90 is not 3 times 82. Atif’s interpretation of Graph A is incorrect.
Saira’s interpretation of Graph B is correct.

• In Graph A, the vertical scale does not start from 0.

This way of presenting graphs tends to mislead people into thinking that the difference in quantities
between the two items is greater than what it should be.

• In Graph B, the vertical scale starts from 0.

The difference between the heights of the 2 bars is less than that of Graph A.
This graph does not mislead.

Answers:

(a) I do not agree with Atif because 90 is not 3 times of 82.

I agree with Saira because 90 is 8 more than 82.

(b) Graph A is misleading because the vertical scale begins at 78 instead of 0.

It is not true that 3 times as many people like Lucy’s burgers as Mark’s burgers.

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Answers
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 Scheme of Work Chapter 13 Time
Sub Topic /
(Suggested Key SIOs TB WB
Learning Experience (LE) Additional Resources
Number of (Pupils should be able to…) pages pages
Periods)
Time 342 Get Ready:
Let’s Talk About

Let’s Recall • Tell time in hours and minutes 343 240-241

Time in • Convert time in hours and minutes
hours and to minutes only
minutes • Convert time in minutes to hours
(2 periods) and minutes
• Find duration in hours and minutes
given the start time and end time
• Add time in hours and minutes
• Subtract time in hours and minutes

Measuring • Measure time in seconds 344

Time in
Seconds
(2 periods)
The 24-Hour • Read and write time in 12-hour 345-349 242 Engage: Worksheets
Clock clock Maths in Real Life
(7 periods) • Read and write time in 24-hour
clock

Starting • Find the starting time, finishing time 350-351 243-244 Engage: Worksheets
Time, or duration involving the 24-hour Let’s Have Fun!
Finishing clock Show and Say
Time and
Duration
(5 periods)

401
402
Sub Topic /
(Suggested Key SIOs TB WB
Learning Experience (LE) Additional Resources
Number of (Pupils should be able to…) pages pages
Periods)
Word • Solve word problems involving time 352-353 245-248 Worksheets
Problems in 24-hour clock
(6 periods)

Let’s Think • Solve a creative word problem 354 Worksheets

Along involving data in a table
(1 period)
• Relate times in 12-hour clock and
24-hour clock

Review 2, 249-262
Enrichment
Activities
or Formal
Assessment
13 Time

Overview
• Pupils will learn to measure time in seconds.
• Pupils will learn to read time in 24-hour clock and solve word problems involving the
24-hour clock.

Key SIOs
• Measure time in seconds
• Read and write time in 12-hour clock
• Read and write time in 24-hour clock
• Find the starting time, finishing time or duration involving the 24-hour clock
• Solve word problems involving time in 24-hour clock
• Solve a creative word problem involving data in a table

Key Concept
• Time is a form of measurement

Thinking Skills
• Inferring (times and events of day)
• Analysing parts and whole

Math Vocabulary
• Time
• Seconds
• 24-hour clock, 12-hour clock
• Starting time
• Finishing time
• Duration

403
 Textbook page 342

Aim
• Discuss a familiar context

Instructional Guide
Get Ready Let’s Talk About…
Ask pupils to study the picture.
Discuss an overview of it.

• Draw on pupils’ experiences with respect to visiting an airport.

Ask some pupils to share how they know when to check-in or where to get information about flight details.

• Discuss with pupils the picture stimulus that shows the flight details at an airport.

• Here are some guiding questions:

(a) What are the flight details as shown in the picture?

(b) How are the arrival and departure times presented?

(c) How do you read some of the times?

Explain to the pupils that the arrival and departure times are given in 24-hour clock format and they will
learn to read those times.

404
 Textbook page 343, Workbook 4 pages 240-241

Key SIOs
• Tell time in hours and minutes
• Convert time in hours and minutes to minutes
only and vice versa
• Find the duration in hours and minutes given
the start time and end time
• Add and subtract time in hours and minutes

Instruct Let’s Recall

Refer pupils to page 343.
1 Take pupils through the correct reading of the time shown on each clock.
Point to the hour hand and minute hand as you read the time together with the pupils.

2 Show pupils how to convert time in hours and minutes to minutes only and vice versa.
Ask: How many minutes are there in 1 hour?
So, how many minutes are there in ____ hours?
Such questions will help pupils relate to the conversion between hours and minutes.

3 Show pupils how to find the duration of Mr Tahir’s activity.

Present the clocks and time as well as use a timeline to explain to them how to find the duration.
To scaffold, a geared clock may be used to show the duration of activity as well.

4 and 5 :
Show pupils the steps to add as well as subtract time durations.

Refer pupils to Workbook 4, pages 240-241 and complete the exercises.

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 Textbook page 344

Key SIO Materials

• Measure time in seconds • Analogue watch
• Stopwatch

Measuring Time in Seconds

Instruct See and Learn
1 Place an analogue watch (with second hand) on the display table.
Ask pupils to look at the hand that is moving faster than the hour hand and the minute hand.

Say: This hand is called the ‘second hand’.

Write: second hand
Have pupils read it aloud.

Say: The second hand measures time in seconds.

2 Use the tip of a pencil to trace the movement of the second hand.
Say aloud the number of seconds it has moved in multiples of 5.
For example, after the second hand has passed ‘12’ and reaches ‘1’, say aloud ‘5 seconds’.
When it reaches ‘2’, say aloud ‘10 seconds’, and so on.

When the second hand reaches ‘12’, say aloud ‘60 seconds’.
Say: 60 seconds make 1 minute.
Notice that the minute hand moves by 1 minute to the next marking.

Show pupils a stopwatch and explain how it measures time in seconds.

Say: We use a stopwatch to find the duration of short events.

For example, we can use it to measure the time taken by runners to complete a 100-m race.

Note: Pupils should have done their physical fitness test.

In some of those test items, stopwatches are used.

Refer pupils to page 344 and go through 1 and 2 for reinforcement.

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 Textbook pages 345-349, Workbook 4 page 242

Key SIO
• Read and write time in 12-hour clock
• Read and write time in 24-hour clock

The 24-Hour Clock

Instruct See and Learn
Refer pupils to page 345.
1 (a) Have them read the time in hours and minutes.
Write: 7:15 a.m.

Say: 7:15 a.m. refers to seven-fifteen in the morning.

Another way of reading and writing the time is based on the 24-hour clock.

In the 24-hour clock, 7:15 is written as ‘07:15’.

Write: 07 15

Zero seven fifteen hours

Say: Zero seven fifteen hours

Have pupils read it aloud.

(b) Have them read the time in hours and minutes.

Write: 1:20 p.m.

Say: 1:20 p.m. refers to one-twenty in the afternoon.

In the 24-hour clock, 1:20 is written as ‘13:20’.

Write: 13 20

Thirteen twenty hours

Say: Thirteen twenty hours

Have pupils read it aloud.

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 (c) To familiarise pupils with reading time in 24-hour clock, refer them to the timeline on pages 346 and 347.

Say: This timeline shows the time for the 24-hour clock above the line and the 12-hour clock below the line.

Take pupils through several examples of reading the time in both 24-hour clock and 12-hour clock.

Note: You may wish to use a table to facilitate the learning in a sequential way.

12-hour clock 24-hour clock Read in 24-hour clock

12 midnight 00:00 Zero hundred hours
12:04 a.m. 00:04 Zero zero zero four hours
12:15 a.m. 00:15 Zero zero fifteen hours
1 a.m. 01:00 Zero one hundred hours
1:30 a.m. 01:30 Zero one thirty hours
2 a.m. 02:00 Zero two hundred hours
2:30 a.m. 02:30 Zero two thirty hours
12 noon 12:00 Twelve hundred hours
12:30 p.m. 12:30 Twelve thirty hours
1 p.m. 13:00 Thirteen hundred hours
1:30 p.m. 13:30 Thirteen thirty hours
2 p.m. 14:00 Fourteen hundred hours
11 p.m. 23:00 Twenty-three hundred hours
11:59 p.m. 23:59 Twenty-three fifty-nine hours

(i) After 12 noon, we count on from 12 by the hour to express time in 24-hour clock.
Say: For 1 p.m., it is ‘13 hundred hours’, for 2 p.m., it is ‘14 hundred hours’ and so on until 11 p.m., it is
‘23 hundred hours’.
For 12 midnight, it is ‘zero hundred hours’ instead of ‘24 hundred hours’.

(ii) After 12 midnight to just before 10 a.m., the reading of the 24-hour clock begins with a ‘zero’.
Say: 3:25 a.m. is 03:25 in 24-hour clock.
03:25 is read as ‘zero three twenty-five hours’.

(iii) From 1 p.m. to 11:59 p.m., one may convert from a 24-hour clock to the 12-hour clock by subtracting 12
hours. E.g. 16:35 is 4:35 p.m. (subtract 12 hours from 16 hours).

(iv) From 1 p.m. to 11:59 p.m., one may convert from a 12-hour clock to the 24-hour clock by adding 12 hours. E.g.
4:35 p.m. is 16:35 (add 12 hours to 4 hours).

2 Go through 2 (a) to (f) with the pupils.

Use the timeline to teach pupils how to express time given in 12-hour clock to 24-hour clock.
Have pupils read aloud the time in 24-hour clock.

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Note: The 24-hour clock is actually an international standard notation of reading and writing time.
Not all countries use the 24-hour clock though.

For 24-hour clock, an increase in the numbers suggests a later time (e.g. 18:00 is later than 15:00).
Numbers such as 00:11, 02:30, etc, refer to times in the morning.

It is easier to make mistakes with respect to time when we use the 12-hour clock. For example, instead
of setting the alarm clock for 6:00 a.m., one may unintentionally set it for 6:00 p.m.

Engage Maths in Real Life

Share with pupils another example of how times are expressed in 24-hour clock in real life.

Refer pupils to page 348 and discuss some of the details in a plane ticket or boarding pass.
Go through (a) and (b) with the pupils.

Master Do and Learn

Have pupils complete the exercises from 1 to 4 .
Refer pupils to Workbook 4, page 242 and complete the exercises.

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Textbook pages 350–351, Workbook 4 pages 243–244

Key SIO
• Find the starting time, finishing time or duration
involving the 24-hour clock

Starting Time, Finishing Time and Duration

Instruct See and Learn

1 Go through the context with the pupils.

Show pupils how to solve the word problem by drawing a timeline with the starting time and duration to
help them find the finishing time.

2 Instruct in a similar manner as in 1 .

Ask: What are you asked to find in this word problem?

Affirm pupils’ response.
Say: We have to find the duration.

3 Instruct in a similar manner as in 1 .

Ask: What are you asked to find in this word problem?

Affirm pupils’ response.
Say: We have to find the starting time.

Refer pupils to page 350 and go through the word problems and solutions with them for reinforcement.

Engage Show and Say

Have pupils work in groups.
Have them think of everyday events, write down the likely starting time and finishing time in 24-hour clock and
find the duration.

AfL Is it observed that

• pupils are able to state the starting time and finishing time of events they have been involved in?
• pupils are able to find the duration of the events they have been involved in?

Master Do and Learn

Ask pupils to complete 1 to 3 .
Refer pupils to Workbook 4, pages 243-244 and complete the exercises.

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 Textbook pages 352–353, Workbook 4 pages 245–248

Key SIO
• Solve word problems involving time in 24-hour clock

Word Problems
Instruct See and Learn
1 Go through the context with the pupils.
Show them how to solve the word problem by drawing a timeline with the starting time and finishing time
to help them find the duration.

2 Instruct in a similar manner as in 1 .

Ask: What are you asked to find?

Affirm pupils’ response.
Say: We have to find the starting time and the duration.

Refer pupils to page 352 and go through the word problems and solutions with them for reinforcement.

Master Do and Learn

Ask pupils to solve the word problems from 1 to 6 .
Refer pupils to Workbook 4, pages 245-248 and complete the exercises.

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 Textbook page 354

Key SIO
• Solve a creative word problem involving data in
a table

Instructional Guide
Instruct Let’s Think Along
Refer pupils to the word problem and go through the context with them.

Below are some scaffolding questions:

• How long will Cindy take to complete 10 questions in Section A?

• How long will Cindy take to complete 10 questions in Section B?

• How long will Cindy take to complete 5 questions in Section C?

• How long is the test?

• Will Cindy be able to complete the test paper on time?

Answers:

1 h 45 min = 60 min + 45 min

= 105 min
The amount of time given to complete the test paper is 105 min.
10 + 10 = 20
There are a total of 20 questions in Sections A and B altogether.
20 × 5 = 100
She will need 100 min to complete Sections A and B altogether.
5 × 15 = 75
She will need 75 min to complete Section C.
100 + 75 = 175
She will need 175 min to complete the test paper.

So, she will not be able to complete the test paper on time.

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